Animal Behaviour and Welfare BSc (Hons)
Available with:
- Foundation Year
Accreditations
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Course Summary
Explore the ways in which biological sciences are applied to animal behaviour and welfare, in what is an exciting and ever-changing field. An animal’s welfare can range from very poor to excellent at any point in its life, and it is important that we understand the biological needs of different types of animals.
Our Animal Behaviour and Welfare course offers an integrated, scientific approach to the study of the theory and practice of animal behaviour and welfare, and the wider role of this discipline within the biological sciences.
You will be taught at University Centre Reaseheath in the Foundation Year (if applicable), as well as in Year 1 (Level 4), and at the University of Chester’s Exton Park in Years 2 and 3 (Levels 5 and 6). University Centre Reaseheath is a full member of the British and Irish Association of Zoos and Aquariums (BIAZA), and houses a large range of animals.
This course combines some practical experience, academic skills development, and the enhancement of wider graduate employability skills, drawing on staff expertise in teaching, research and industry. You will be taught by a range of tutors, who are nationally and internationally recognised as subject specialists.
What you'llStudy
Module content:
Approaches to studying in Higher Education: directed versus self-directed learning; developing the student toolkit for autonomous study; setting expectations of own study.
Delivering Presentations & Scientific Posters: use of relevant technologies to design relevant information (i.e. Microsoft Power Point, Microsoft Publisher, Prezi, Keynote); style, layout and technical content; considerations for presenting (body language and posture, voice tone and pitch); presenting to different audiences and target groups; answering questions posed by audience.
Literature Searching & Research Dissemination: use of journal data bases (i.e. ScienceDirect, Jstor, Ebscohost) and generic search engines; use of key words, terms and phrases in searching for information; interpretation and dissemination of literature content.
Dissecting assessment briefs: interpretation of the learning outcomes; identifying the expectations of the module tutor; articulating/identifying the evidence to be produced in meeting the learning outcomes; disseminating and understanding the grading criteria.
Note taking: when to take notes; articulating pertinent from non-pertinent information; use of abbreviations and shorthand; logical note-taking; organisation of notes.
Referencing: referencing in accordance with the APA Referencing Style (including set-texts, journals, reports, web pages, unpublished theses, blogs, online videos, television and media)
Scientific Writing Skills: differentiating between formats (i.e. essays and reports); structuring your work; formal versus informal language; selection and use of vocabulary, terminology and phrasing; imbedding coherent writing; presentation and formatting of writing; concise writing in adhering to word counts; presentation and formatting.
Organisation & Time Management: planning and prioritisation; use of tools to assist in time management (diaries, calendars, e-calendars, wall planners); target setting and reviewing progress.
Teamwork: components of an effective team; communication streams; individual & team strengths & weaknesses; co-operative working; motivation & building team spirit; leadership & roles within a team.
Module aims:
To develop a range of transferable academic skills that will aid progression through the learners’ programme of study.
To enhance and promote students’ scientific writing and presentation skills, in accordance with good working practices, that can be transferred to a range of industry applications.
Module content:
The major biomes, abiotic and biotic factors contained within, and energy transfer in these ecosystems.
Environmental principles relating to biodiversity and ecosystem dynamics, with a particular focus on the interdependence of species.
Patterns in global climate such as the monsoon and El Nino, plus how these patterns are being affected due to climate change.
Human influence on the environment, with particular focus on pollution, sustainable fisheries, sustainable development and resource use.
The completion of an environmental monitoring workbook via collection of key data to monitor aspects of the environment on the Reaseheath campus, with reflection on how sustainability may influence current and future results.
Module aims:
To provide an understanding of how environmental science relates to today’s society, within the UK and overseas by providing a fundamental background to the Earth’s environments.
To develop students’ scientific knowledge and application of techniques needed to understand environmental patterns and processes, investigate ecosystems, and the ability to relate this to local and global environmental issues.
Module content:
Introduction to Microsoft Excel including data entry, table construction and manipulation, formula use and the preparation of data for further work and exportation.
Investigate the key principles of experimental design including data and variable types, designing solid scientific methods, and ethical considerations in research design.
Employ a range of basic descriptive statistics when exploring data sets including:
- calculating percentages and applying to scientific concepts
- searching for outliers, mean, median, mode and pivot tables
- approximation and errors - accuracy and precision for scientific applications
Applying this knowledge to deduce the most appropriate graph type for data presentation including histograms, scatter, bar and line graphs.
Module aims:
To develop students’ ICT skills associated with key statistical and data handling packages.
To provide the students with an introduction to experimental design and its importance to their scientific discipline.
To develop the students’ knowledge of appropriate numeracy and descriptive techniques, and to employ them in a variety of circumstances.
To develop the students’ ability to display results in a comprehensive and intuitive fashion.
Module content:
Health and safety considerations when working with animals, including movement & safe handling of a variety of species.
Suitable animal husbandry methods to accommodate a range of species.
Appropriate use & analysis of animal husbandry guidelines.
An introduction into the concepts of enclosure design.
An assessment of animal health and wellbeing through health checks.
Practical maintenance of animals & their enclosures.
**For studying the module, students will need to obtain overalls & boots with steel toe caps for health and safety reasons (approx. cost £30)**
Module aims:
To develop the necessary skills to work safely and effectively with a range of exotic, farm and companion animal species.
To develop competence in assessing the health and behaviour of a species across a range of taxonomic groups.
To utilise husbandry guidelines to provide best practice animal care to a range of species.
Module content:
The indicative content of this module places emphasis on basic molecular and cell biology, and is as follows:
- prokaryotic and eukaryotic cells - key similarities and differences
- specialised eukaryotic cells
- cell and organelle structure and function
- RNA and DNA structure and function
- introductory Mendelian and non-Mendelian genetics and inheritance
Module aims:
To explore a range of general scientific principles concerning that of both molecular and cellular biology.
To develop fundamental biological knowledge, which can then be applied in more specific modules at levels 4, 5, & 6.
To demonstrate knowledge of laboratory techniques and safe working practices.
Module content:
The module will consist of two components:
1) Animal Diversity, including characteristics of the major animal phyla, and important variations in their physiological adaptations and reproductive methods.
2) Physiological Function, a review of specified key mechanisms of homeostasis (temperature, water, solute and gas regulation) and communication (hormonal and nervous) in a range of animal taxa.
Module aims:
To introduce the diversity of animal life from a functional perspective.
To provide an overview of the animal kingdom, considering classification and characteristics, and discuss the diversity of physiological processes found in both vertebrates and invertebrates.
Year 1 (University Centre Reaseheath) involves studying fundamental principles, concepts and core technical skills required for progression of study in Years 2 and 3.
Module content:
Assessment of animal welfare
Animal welfare legislation in the UK
Animal welfare organisations - their development and current roles
Ethics and animal welfare including ASAB guidelines
Animals in society and associated welfare issues relating to; e.g. companion animals, farmed animals, zoo animals, laboratory animals and sporting animals
Module aims:
To develop knowledge of animal welfare science and the UK legislation that governs animal welfare
To develop knowledge and understanding of:
- The role of animal welfare groups/organisations;
- ethics and animal welfare;
- and welfare issues associated with use of animals in society
Module content:
Provide an overview of;
- Sourcing and reviewing scientific literature
- Collection and handling of scientific data in the behavioural sciences
- Experimental design and observational techniques
- Descriptive and inferential statistical analysis methods
- Use of specialised data handling and statistical analysis software
Case studies
- Overview and discussion of behavioural research studies
- Designing a behavioural research study
- Scientific writing (structure and format)
Module aims:
The design, collection, analysis and presentation of data is central to the practice of science. This module aims to introduce biological science students to the basic principles of academic report and manuscript reading and writing statistical data handling, analysis and presentation, as well as experimental design.
Module content:
- Historical context of animal behaviour and evolution of ethology, specifically the work of Nikolaas Tinbergen, Konrad Lorenz among others.
- Evolution & Development of behaviour: following Tinbergen's 'four questions' framework concerning causation, survival, ontogenic and evolutionary factors in influencing behaviours.
- The genetics of animal behaviour: including the genetic basis behind instinctive/innate behaviours, and how these compare to learned behaviour patterns.
- Recording & measuring animal behaviour: approaches including focal sampling, scan sampling, ad-libitum sampling, one-zero sampling.
- Key theoretical examination of key behaviour patterns: including feeding, reproduction, parenting and development, aspects of social behaviour, communication, navigation and migration. A range of research applications of behaviour - approaches and techniques - will also be discussed.
- Practical observation of behaviour will also form a key component of the module.
Module aims:
This module aims to provide a broad introduction to the behaviour of animals theoretically and practically, and serves as preparation for the more advanced study of animal behaviour.
Module content:
The module will cover:
Development of evolutionary theory including the Darwinism movement, and key evidence for evolution.
Modern-day uses and abuses of evolutionary theory.
Key concepts in evolution (e.g., speciation, genetic drift, adaptive radiation).
Mendelian genetics and the Hardy Weinberg equilibrium (theory and application).
Applied conservation genetics including inbreeding, outbreeding, genetic drift and extinction processes.
Module aims:
Module content:
1. Health and safety considerations when working with animals, including restraint and movement of a variety of species.
2. Animal husbandry for a range of species.
3. The principles of enclosure design for solitary, group and a mixed species exhibits.
4. An assessment of an enclosure and analysis of modifications to improve the physical well-being and behaviour of the species.
5. Accessing and using species-specific husbandry guidelines.
6. Management of captive animals using appropriate training techniques.
Module aims:
1. To give the student the relevant skills to be able to work safely and effectively with the range of species likely to be encountered on the course.
2. To enable the student to view enclosures and husbandry protocols from the perspective of animals, staff and other stakeholders.
Module content:
Module content will include:
- Structure and function of major body systems including respiratory, circulatory, excretory, gastro-intestinal, nervous, endocrine, musculo-skeletal and reproductive systems
- Animal cell structure, organelle function
- Tissue types, structure and function
- Comparative anatomy and physiology for a range of species including dogs, cats, rabbits, small mammals, birds, reptiles and horses
- Homeostasis and physiological responses to stress, disease, infection, environmental conditions and exercise
- Correct use of veterinary terminology
Module aims:
Year 2 (Exton Park, Chester) involves studying scientific research methods; welfare and behaviour of animals; and other relevant modules in more depth; plus a work placement or optional field trip.
Module content:
Indicative content:
- Appreciation of numbers
- Literature searching and critical appraisal of research papers
- Survey methods and feedback
- Experimental design
- Research questions, hypotheses and statistical analysis
- Research proposals and dissertations
- Research ethics and sustainable development
- Development and exposure to a range of core biological skills
Module aims:
To build upon knowledge gained in Level 4 (e.g. BI4114 Data Handling and Project Design);
To equip students with the skills required to critically analyse primary research papers;
To provide an introduction to the essential processes involved when conducting good scientific research;
To expose students to a range of core biological skills and techniques;
To equip students with the statistical skills required to handle data, analyse and report findings in accordance with scientific convention;
To expose students to the importance of ethical and sustainable development considerations when conducting research in relevant disciplines;
Allow students to plan and complete a research proposal that will help them develop and prepare for their dissertation at Level 6.
Module content:
Support lecture programme (which will include seminars and interviews) and the work placement.
The content of the module will be specified in a Learning Agreement which will be negotiated and agreed between the student, the supervising tutor and, where appropriate, an employer within or outside the University.
The format of the agreement will be a standard pro forma. It will include such items as objectives, expected outcomes and a time management plan.
Examples:
- Research project in conjunction with a local employer
- Residential field work (involving planning, execution and evaluation)
- The design and production of education and training materials for use in schools, colleges and other institutions.
Module aims:
To develop an understanding of the application of academic knowledge in work related or research context to give students experience of applying and developing skills in an appropriate and relevant setting to make students increasingly responsible for their own learning and encourage them to value and evaluate learning through experience. |
Module content:
Introduction and development of the field of Behavioural Ecology. Optimizing behaviour; animal learning; group living; cooperative living; mutualism; sexual selection and mating systems; habitat preferences and dispersal; predator-prey relations. Practical workshops to develop skills in measurement of behaviour will run early in the module and support sessions for this element will run throughout the rest of he module. The theme of behavioural ecology in a changing world will underpin the module, through study of research papers, particularly in the practical work.
Module aims:
To develop students’ understanding of evolutionary and ecological theory in the interpretation and prediction of animals’ behaviour, with the focus on the behaviour of animals in the wild. This will prepare students for animal behaviour-related modules at L6. The practical work is designed to develop key skills in behavioural measurement, also in preparation for L6 work, particularly independent work for research project/dissertation modules.
Module content:
1. Introduction to the Animal Kingdom, including characteristics of the main animal phyla. 2. Adaptations to terrestrial and aquatic life covering the major themes of: Ionic and osmotic adaptation Thermal adaptations, Respiratory adaptations, Reproduction and life cycle adaptations, Locomotory adaptations, Sensory adaptations, Feeding adaptations. 3. Extreme aquatic and terrestrial environments. |
Module aims:
The module is designed to provide students with:
- A grounding in the characteristics of the main animal phyla
- An understanding of how the animals have evolved to adapt to aquatic and terrestrial environments
- Observational and analytical skills in the design and execution of practical tasks and the communication thereof
Module content:
1. An overview of the application of forensic techniques in the development of conservation strategies and in combatting wildlife crime.
2. Invasive and non-invasive sampling
3. Development of suitable DNA markers for individuals and species
4. The role of databases and collections in conservation
5. Introduction to the genetics of conservation
6. Management of populations and effective population size
7. Phylogenetics and the subspecies debate
8. Assessing the issue of hybridisation in wild populations
9. Genetic conservation of endangered species and genetic rescue techniques
10. The trade in endangered species and their derivatives
11. Practical exercise in molecular phylogenetics - analysis of DNA sequence data
Module aims:
The aims of this module are to:
Introduce students to methods and concepts of DNA analysis in species conservation and investigations into wildlife crime
Gain an understanding of the practical applications of conservation genetics
Demonstrate how genetic samples can be collected in the field and the importance of sample quality in this respect
Allow students to gain an appreciation of the impact of the trade in endangered species or their derivatives in conservation
Allow students to evaluate the viability of conservation strategies based on the genetic analysis of animal populations to include assessment and maintenance of genetic variability and genetic rescue
Provide a practical experience in carrying out relevant DNA analysis in the laboratory where possible
Use appropriate statistical techniques to manipulate genetic data
Module content:
This module will cover key areas in behaviour management and animal welfare, such as the following:
- Historical background; evolutionary approaches to animal behaviour and welfare; perspectives on the human-animal relationship, and the changing roles of animals in society
- Animal welfare theory and practical approaches in applied settings
- Learning theory and the biological basis for behaviour
Behaviour management theory and techniques (including environmental enrichment and training) for animals under human care, including zoos, farms, laboratories, companion and service/assistance animals
Module aims:
To enable students to:
- Reflect upon the various roles of animals in society over time
- Apply knowledge of the human-animal relationship to animal management and welfare
- Apply principles of learning theory to animal management and welfare
- Reflect critically upon different kinds of animal management techniques in applied settings
Apply principles of animal behaviour theory to welfare assessments in applied settings
Module content:
Introduction to living in the marine environment in the context of habitat and niche selection; migration and dispersal; social living; echolocation; communication; foraging strategies, predator-prey interactions; cooperation; parasitism; sexual selection and parental care; the welfare of marine animals in captivity. The application of behavioural knowledge to address conservation issues will be a key theme underpinning the module.
Module aims:
To engender students with the capacity to understand and discuss fundamental concepts in the constraints imposed by the marine environment on the ways in which animals feed, move, and communicate.
To develop a student’s ability to assess and evaluate an animal’s adaptive responses to living in the marine realm.
To develop a student’s ability to apply behavioural knowledge to the management and protection of marine species and their habitats.
Module content:
Part A:
Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:
- The multiple facets of Global citizenship
- Ethical engagement and practice
- Cross-cultural issues and sensitivity
- Intercultural communication
Theories, models and strategies of learning
- Theories and models Intercultural competence
- Theories and models of Integration and Multiculturalism
- Critical thinking skills and models of Reflection
- Experiential learning models
- Self-directed experiential learning
Personal and placement-related skills
- Enhanced independence
- Improved command of multicultural behaviour
- Increased knowledge and confidence in their individual facets of personal identity
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
- Team building and team work
Part B: Overseas
Students will engage in experiential learning activities overseas for at least 150 hours
Module aims:
The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:
- To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
- To enhance students understanding of the ethical issues related to living and working abroad.
- To increase students Global Citizenship skills
- To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.
To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.
Module content:
Preparation for the year abroad will take place in Chester during level 5 and will include:
- Cross-cultural issues and sensitivity
- Host-country orientation, study methods– economic, political and social reality of the country
- Orientation specific to exchange – health, education, gender issues
- The United Nations Sustainable Development Goals
- Practical matters relating to living and studying in the wider world
Theories, models and strategies of learning
- Critical thinking skills, experiential learning and models of reflection
Personal and placement-related transversal skills
- Effective self-motivation and independent resourcefulness
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
Whilst abroad:
Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.
Module aims:
- To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
- To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
- To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
- To further develop independent learning techniques.
- To foster critical evaluation.
Module content:
Pre-placement:
- Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
- Writing an effective CV. Constructing a letter of application.*
- Interview skills.*
*Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.
Induction Programme and Placement:
- The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
- Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
- Devising a strategy for integrating into the workplace and work based teams
- Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements.
During and post-placement: Learning effectively in and from the workplace:-
- Devising and implementing strategies to improve own approach and performance
- Critical analysis/evaluation of approach to skill development and performance in the workplace;
- Influencing the Placement Provider’s appraisal;
- Devising an action plan to develop gaps in transferable skills based on the placement experiences;
Module aims:
This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:
- Develop their understanding of workplace practice and lifelong learning;
- Enhance their work readiness and employability prospects through development of transferable skills;
- Take responsibility for their own learning and acquisition of workplace employability skills;
- Articulate, in writing, their employability skills.
Module content:
- The organisational context: research-informed analysis of the sector’s role, development opportunities or career paths.
- Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; developing a positive work attitude, resilience, building rapport with co-workers).
- Devising strategies to improve one’s own career.
- Critical analysis/evaluation of skills already acquired.
- Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.
Module aims:
This module aims to enhance students’ prospects of gaining graduate level employment, which will enable them to:-
- Enhance their work readiness and employability prospects through identifying relevant transferable skills for their chosen career path,
- Clearly articulate their career plans and take steps to prepare for their first graduate role,
- Take responsibility for their own learning and acquisition of workplace employability skills,
- Articulate, in writing, their employability skills.
In Year 3 (Exton Park, Chester), you will specialise in a more critical approach to animal behaviour and welfare-related topics, and carry out an independent research project under the supervision of a tutor.
Module content:
The module offers students the opportunity to engage in extensive independent study with supervision from a tutor/s. Primary scientific sources should be used to a significant extent in addition to a thorough grounding in the secondary literature.
Chester blend will provide all relevant support during the second half of level 5 so that students can be allocated to a supervisor before the end of the academic year to enable them to collect data during the summer if necessary for their project (or if preferred). Guidance will also be given on procedures that need to be carried out before any data is collected, e.g. ethical permission and risk assessment.
A small number of lectures will take place during the module to advise on what is expected of students, how to present data and organise work. Students will mainly be prepared for the dissertation during modules in levels 4 and 5 in modules such as Research Methods.
Module aims:
To enable the student to engage in research, development and/or interpretation of a selected topic relevant to their programme of study through the scholarly use of primary and other sources.
Module content:
Framework for module -reviewing the fields of animal behaviour and conservation biology: key concepts and an appreciation of the extent to which these fields are/are not integrated. This framework, and the areas outlined below, will form themes throughout the module rather than be simply presented sequentially. Exploration of understudied taxonomic groups will also be a key theme throughout the module.
Main areas of content: Reproductive behavioural biology - crucial but undervalued role in conservation; discussion (from critical evaluation of primary research) of how this can be improved. Captive breeding/in-situ/ex-situ conservation - critical discussion of the role of behaviour. Roles of zoos in conservation and behavioural research. Field-based vs captive animal behaviour research - techniques and approaches and their roles in conservation. Habitat loss/fragmentation - role of behavioural research in addressing these. Sustainable exploitation and human-animal conflict - role of behavioural research in addressing these.
Module aims:
To engage students with a key emerging research field at the interface between Animal Behaviour and Conservation Biology and encourage the integration of existing knowledge of animal behaviour in new contexts.
Module content:
Physiological control of migration, hibernation and navigation.
Control of movement and behaviour patterns.
The neurobiological basis of the biological clock, circadian rhythms, zeitgebers and sleep-wake cycle.
Implications of the biology of sensory systems for animal behaviour: photoreception, chemoreception, proprioception, audition.
Mechanisms and functions of pair bonding and parenting.
Neuro-endocrine control of reproductive behaviour, seasonality and oestrus cycles and emotions.
Module aims:
The module aims to develop an understanding of:
- the interaction between physiology and animal behaviour
- issues of current concern in a selection of areas of theory and research
- the multidisciplinary nature of investigation into the physiological aspects of behaviour
It also aims to enable the student to evaluate the strengths and limitations of research in the study of behavioural physiology.
Module content:
This module covers pertinent issues relating to the science of modern zoo biology and animal management, adopting a critical, evidence-based approach to animal welfare, husbandry and ex situ conservation efforts. Opportunities to develop and practice employability skills relevant to a range of animal sectors (not only ‘zoo’ careers) are embedded into the module.
Indicative content includes critical evaluation of: regulatory frameworks and the development of zoos; zoo collection planning and record keeping; the role of zoos in conservation; animal research and ethics; enclosure design and animal housing; goal-driven environmental enrichment efforts; structured medical/husbandry training practices; management of animal health and disease; human/zoo animal interactions; welfare and behavioural considerations in ex situ conservation efforts; the role of education, communication and community engagement in species recovery and human behaviour-change.
Module aims:
The main aims in this module are to:
- Expand upon previous knowledge (e.g. from Levels 4 and 5) of current issues in the field of zoo biology and animal management;
- Enable students to appreciate the theory and practical aspects of the science that underpins zoo biology and animal management;
- Examine the role of animal welfare science in solving 'real-world' problems;
- Critically assess the limitations and strengths of the literature relating to zoo biology and animal management.
- Practice a range of employability skills (formatively and/or summatively), including explaining complex ideas to a range of target audiences; report writing and other written/oral communication skills; self-management; independent working, and collaborating with others;
- Provide an understanding of the role of biology in zoo animal management, conservation and welfare.
Module content:
Critical discussion of the advantages and disadvantages of different frameworks for understanding welfare (e.g. Fraser 1997)
Critical discussion of the scientific debate surrounding sentience and consciousness in animals.
Critical discussion of behavioural and physiological aspects of both acute and chronic stress responses; the modulation of the stress response by external and internal factors
Critical assessment of the advantages and disadvantages of using physiological methods for quantifying stress.
Critical assessment of the advantages and disadvantages of using a selection of the following behavioural methods for quantifying stress
1. Discrimination tests
2. Consumer demand theory
3. Cognitive bias paradigms.
Critical discussion of the application of welfare assessment methods for studying the welfare of captive subjects across a range of settings including the laboratory, zoo, sanctuary and farm.
Critical discussion of the application of welfare assessment methods for studying the welfare of 'wild' animals across a range of settings including the natural habitat, reintroduced animals and relocated animals.
Module aims:
To enable students to
- appreciate the theory and practical aspects of the science underpinning animal welfare.
- critically evaluate the scientific debate surrounding consciousness and sentience in animals
- examine how welfare can be quantitatively assessed across a variety of environments and taxonomic groups.
- critically evaluate the advantages and disadvantages of using physiology and behaviour to assess welfare.
- critically assess the limitations and strengths of the literature in animal welfare.
Module content:
Review of relevant genetic principles (phenotypes and genotypes, allelic frequencies, polymorphisms and DNA markers)
Levels of biodiversity (systematics and taxonomy)
Population dynamics (size and structure, geographical considerations)
Population genetics (idealised random mating, gene pool analysis, Hardy Weinberg principle)
Factors influencing the genetic structure of natural populations (genetic drift, gene flow, inbreeding depression, natural selection and allele fixation)
Metapopulations (divergence and fragmentation, bottlenecks and founder effects)
F- statistics and predictions of heterozygosity
Long-term viability and effective population size
(PVA, isolation, extinction, introgression and hybridisation)
Conservation strategies (conservation units, breeding programmes, restoration and genetic rescue)
Specialities within conservation genetics (landscape genetics, quantitative genetics, climate change science, cutting-edge technologies)
Module aims:
The module is designed to provide students with:
An understanding of the principles of conservation genetics to include genetic variation in natural populations, the conservational consequences of low genetic variation and the influence of population structure in this respect.
Theoretical perspectives and models will be linked to current conservation issues to include breeding and restoration programmes and genetic rescue strategies in natural populations.
Knowledge of the different applications of conservation genetics by using case studies to demonstrate different research fields within conservation genetics and to highlight cutting-edge advances.
Module content:
Marine biodiversity and threats.
Coastal Zone Development.
Conflicts of priorities for the use of natural marine resources and mechanisms for resolution.
Marine protected areas.
Strategic Environmental Assessment (SEA)
Environmental Impact Assessment (EIA) - legislation, economics, statements.
Case studies profiling how biological knowledge can inform practical management for marine species and their habitats.
Module aims:
To engender students with the capacity to investigate major issues concerning the survival of marine biodiversity.
To develop a student’s ability to assess and evaluate conservation and environmental strategies as mitigation of threats to marine biodiversity.
To provide an understanding of the role of Environmental Impact Assessment as a process for managing the natural environment.
Module content:
“Behavioural and Evolutionary Ecology” explores individuals’ interactions with both the biotic and abiotic environments. This module will build on and expand the themes introduced in “Behavioural Ecology” at level 5 (although this module is not a requirement for BI6192). Key areas such as life history theory, sexual selection, cooperation & conflict, animal social networks, the evolution of animal personalities, communication & signalling, phylogenetic comparative analyses, social behaviour and the economics of decision-making will be explored in the context of current research areas.
Coursework will test students’ understanding of key theory and current research via the preparation of a science communication portfolio comprising e.g. educational resources for schools, popular science articles and blogs, short videos, documentary proposals and public talks.
Module aims:
- To develop students’ understanding of animal behaviour and life history in the light of ecology and evolutionary theory;
- To raise awareness of current advances in behavioural and evolutionary ecology and how they change the theoretic underpinnings in the field;
- To promote critical evaluation of the applications of research in behavioural and evolutionary ecology to conservation practice;
- To develop and assess the science communication skills essential for a range of employment opportunities.
Module content:
This module will address key factors that impact on the welfare of domesticated animals in a range of settings including the home environment, kennels, catteries, farms, equestrian centres, rehoming centres and laboratories.
The influence of genetics, early environment, human-animal interactions and lifestyle on welfare will be considered.
Behaviour modification including pharmacology and pheromone therapy will be explored.
Module aims:
This module will allow students to develop existing knowledge on the successful management of domesticated species in a range of settings. Students will continue to develop the skills needed to make evidence-based decisions about welfare. Students will learn to consider the behaviour of the individual or the group of animals in question, and apply strategies based on best practice to maximise welfare.
Module content:
- Parasitology in the context of inter-species relationships
- Introduction to the important groups associated with medical and veterinary parasitology
- The evolution of parasitism
- Mode of transmission and parasitic life-cycles
- Defence mechanisms-
- Host Immune response
- Behavioural changes, grooming, fever and chilling
- Parasite immune evasion
- Epidemiology
- Zoonsis (transmission of infection between animal species other than humans and humans or vice-versa)
- Parasite ecology
- Pathology associated with parasitism
- Treatment and control measures
Module aims:
- To gain an understanding of the host-parasite relationship within the wider context of inter-species associations.
- To gain an appreciation of host defence mechanisms against infection and subsequent parasitic evasive strategies to allow survival
- To examine how infection might affect host behaviour.
- To appreciate evolutionary , genetic and ecological factors which impact upon and define the host-parasite relationship.
- To acquire knowledge of pathology associated with high parasitemia and be aware of treatment and control measures employed to address these circumstances.
BSc (Hons) Animal Behaviour and Welfare
Teaching will be supplemented with some practical work and informative field trips, depending on modules taken.
Beyond the Classroom
On this course, you’ll have the opportunity to undertake an Experiential Learning module in Year 2, where you’ll apply what you’ve learnt on the course to real life scenarios and projects.
Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.
This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.
On this course, you’ll spend time out on placement where you’ll apply what you have learnt to real scenarios in the workplace, giving you genuine experience and insight that will prepare you for your future career.
We regularly host seminars from a range of guest speakers and offer a wealth of volunteering opportunities such as the hedgehog-friendly campus campaign and ‘Welly Wednesdays’ local conservation work.
Entry Requirements
112 UCAS Points
UCAS Tariff |
112 UCAS Points |
GCE A Level |
Typical offer – BCC-BBC ; either Biology or Applied Science is essential |
BTEC |
BTEC Extended Diploma: (Animal Care/Management or Applied Science): Typical offer - DMM |
International Baccalaureate |
26 points including 5 in HL Biology |
Irish / Scottish Highers |
Irish Highers - H3, H3, H3, H3, H4 including H3 in Biology Scottish Highers - BBBB including Biology |
Access requirements |
Access to HE Diploma (Science), to include 45 credits at level 3, of which 30 must be at Merit or above |
T Level |
T Level Science - Merit |
OCR Cambridge Technicals |
OCR Extended Diploma (Applied Science): DMM |
Extra Information |
Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs. |
Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.
We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.
English Language Requirements
- IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
- Postgraduate: 6.5 (minimum 5.5 in each band)
For more information on our English Language requirements, please visit International Entry Requirements.
UCAS |
72 UCAS Points |
GCE A Level |
72 UCAS points from GCE A Levels, including a D at A level
Other vocational qualifications at Level 3 will also be considered, such as NVQs. |
BTEC |
BTEC Extended Diploma MMP BTEC Diploma MM |
Irish / Scottish Highers |
Irish Higher - H4, H4, H4, H4 Scottish Highers - CCCC |
International Baccalaureate |
24 points |
Access requirements |
Access Diploma - Pass overall |
Extra Information / General Entry Requirements |
Certain courses may require that you have studied a specific subject at GCE A Level (or acceptable alternatives):
|
Fees and Funding
£9,250 per year (2024/25)
Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.
The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.
Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.
Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.
Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.
Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.
Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.
£13,950 per year (2024/25)
The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950.
This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.
For more information, go to our International Fees, Scholarship and Finance section.
Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.
Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.
If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.
The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.
Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.
Your future Career
Job prospects
Previous graduates have gone on to do a range of job roles, including working as zookeepers, animal welfare officers, education officers, research assistants, or working with animal- or conservation-related charities. Transferable employability skills also equip our graduates for a wide range of graduate careers outside of the animal sector. Some graduates also go on to do postgraduate study, including at Master's and PhD level.
Careers service
The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.
Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.
We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.