The degree in English Language and Literature meets the demands of modern society in a globalised world where English is used as a lingua franca. In a context characterised by general cultural exchange, the English language is a privileged vehicle of communication and constitutes a key agent for the generation of culture. This degree provides students with an optimal proficiency in the language, as well as specialised knowledge of the linguistics, history, culture and literature of English-speaking countries. At the same time, it offers the opportunity to acquire a solid background in a second language and culture, as well as basic knowledge of a third language.
PresentationStudy programme by courseStudy plan by modulesAccess and admissionMaterial resourcesObjectivesResults of the training and learning processMobility & internshipsFinal Degree ProjectTeaching teamQuality indicatorsPresentation
The degrees offered by the Faculty of Philology have a flexible structure, similar to those in most European universities, in which the study of the language and literature of your choice is combined with a second and a third language and literature, or with General Linguistics, the Theory of Literature and Comparative Literature, or Romance Philology.
This structure comprises the following elements:
Basic Training Module. This aims to provide a general education in Linguistics and the Theory of Literature, as well as an introduction to three of the following languages: Classical Greek, English, French, Galician, German, Italian, Latin, Portuguese, and Spanish.
Major. This provides advanced training in the core discipline of the degree.
Supplementary Module. This provides a basic but significant competence in a second language and its literature, or in a related or intersecting discipline.
Elective Module. This allows students to finish shaping their degree according to their own interests.
Final Year Project. This allows students to demonstrate the full depth and scope of the skills and knowledge they have acquired over the four years of study.
There are no tracks or specializations for this degree; however, studies can be organized into three different modalities:
a) Major/Minor Modality
This combines advanced training in English language and literature with the study of a second discipline that will lead to a specialization in the European Diploma Supplement.
b) Major Plus Modality
This option allows for a more in-depth study of English language and literature by taking an optional specialization module.
c) Mixed Modality
This option consists of a combination of complementary modules to complete the optional subjects.
More information is available on the center's website.
Access and admission
Admission profile
Although no specific prior training is required, it is recommended that students have completed a Humanities and Social Sciences program during high school (R.D. 1467/2007). It is also recommended that they possess the following personal and academic characteristics:
- Intellectual curiosity
- Reading habits
- Aesthetic sensitivity
- Analytical ability
- Critical thinking
- Perseverance and responsibility at work
- Teamwork skills
- Oral and written expression skills
- Basic linguistic proficiency in a foreign language
- Basic computer skills
Minimum number of ECTS enrollment credits per student and school period
Although no specific prior training is required, it is recommended that students have completed a Humanities and Social Sciences program during high school (R.D. 1467/2007). It is also recommended that they possess the following personal and academic characteristics:
- Intellectual curiosity
- Reading habits
- Aesthetic sensitivity
- Analytical ability
- Critical thinking
- Perseverance and responsibility at work
- Teamwork skills
- Oral and written expression skills
- Basic linguistic proficiency in a foreign language
- Basic computer skills
Tutorial action and reception
The USC has a student tutor program for undergraduate programs. Final-year students, following training provided by the University, provide guidance to students beginning their studies.
When an official degree is suspended, the USC guarantees the proper and effective development of the courses students have begun until their completion. To this end, the Governing Council approves the criteria related to, among others, the following:
• The admission of new students to the degree program.
• The gradual phasing out of teaching.
• If the discontinued degree is replaced by a similar one (modifying the nature of the degree), it establishes the conditions that facilitate students' continued studies in the new degree program and the equivalences between the subjects of both programs.
Access and admission rules
Access to Bachelor’s Degree programmes is granted to students with the following degrees/ diplomas or studies, or any other recognized as equivalent to these:
A.1. Spanish Bachiller, European Baccalaureate or International Baccalaureate.
A.2. Baccalaureate from European Union Member States’ education systems or other countries withinternational agreements.
A.3. Advanced Technician in Vocational Training, Advanced Technician in Plastic Arts and Design orAdvanced Technician in Sports Education, from the Spanish Education System.
A.4.Studies carried out in European Union Member States or in other countries with international reciprocal agreements which meet the academic requirements in those States to access their university study programmes.
A.5. Official Spanish university degrees of Diplomado, Arquitecto Técnico, Ingeniero Técnico, Licenciado, Arquitecto, Ingeniero, Graduado or Máster Universitario.
A.6. Partial (foreign or Spanish) university studies.
Access to Bachelor’s Degree programmes is also possible for:
B.1. People over twenty-five after successfully passing a specific access test.
B.2. People over forty with work or professional experience related to a university field of knowledge.
B.3. People over forty-five after successfully passing a specific access test.
Likewise, access to Bachelor’s Degree programmes is granted to:
C.1. People meeting the requirements to enter university according to the Spanish Education System regulations prior to Ley Orgánica 8/2013, of December 9.
Material resources
The Faculty of Philology has 27 general purpose lecture halls of varying capacities, three seminar rooms, plus language labs, a computer room for teaching, and two video-conference rooms.
The Faculty has wifi network coverage throughout the building, allowing for the use of the lobbies as informal work areas, which are equipped with work tables and power points for this purpose.
The Faculty of Philology Library, with in excess of 400 reading stations, plus an excellent collection comprising more than 200,000 volumes and 1,700 journals.
Objectives
1. Educate professionals with a high level of the English language, culture and literature.
2. Familiarize students with the Anglo-Saxon social, historical, politic, philosophical, geographical and artistic context.
3. Prepare students to put into practice this knowledge in their future professions.
4. Use critical knowledge to examine the English literary production in its specific historical and socio-cultural framework, and know the methodologies that facilitate its critical comprehension.
5. Know and rigorously put into practise the specialized terminology of linguistic and literary disciplines.
6. Develop the analytical skills and the abstraction thinking through the study of the English linguistics, history, culture and literature.
7. Create identification of problems and search solutions habits applicable to academic and professional contexts.
8. Be able of carrying out specialized studies in any discipline which requires philological basis.
9. Recognize the interdisciplinary nature of the linguistic-literary studies.
10. Provide students with the appropriate knowledge and strategies to be able to express themselves fluently and correctness, and to be able to understand without difficulties spoken and written messages from different registers in a C2 level.
11. Know and be able to explain the English descriptive linguistics levels.
12. Have knowledge about the English role in today’s world, as well as, about its geographical and social varieties and its internal and external history.
13. Know the more relevant authors, periods and literary genres in the English literature and the different theoretical and critical approaches.
14. Acquire knowledge related to the textual and contextual analysis methods.
15. Know the history and culture of the English-speaking countries, the historical and cultural dimension of linguistic changes and the different literary and artistic movements.
16. Provide students with the necessary tools that allow them to work in an autonomous way by establishing relations between the different subject matters of this degree and others in the Humanistic and in the Philology fields.
17. Introduce students to the execution of bibliographical works and the production of current status of specific topics in the English philology.
Results of the training and learning process
Basic skills
That students have demonstrated knowledge and understanding in an area of study that builds on the foundation of general secondary education and is typically at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study;
That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills typically demonstrated through the development and defense of arguments and the resolution of problems within their area of study;
That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues;
That students can communicate information, ideas, problems, and solutions to both specialized and non-specialized audiences;
That students have developed the learning skills necessary to undertake further studies with a high degree of autonomy.
Generic skills
1 – Competence in linguistic communication (C2 level): use of the English language as spoken and written means of communication, representation, interpretation and understanding of the reality, knowledge construction and communication, and as a means of organisation and self-regulation of thoughts, emotions and behaviours.
2 – Competence in the critical analysis of the global socio-cultural reality and the particular reality concerning the English-speaking countries.
CG3 – Logical competence: ability to interpret and express in a clearly and accuracy way both data and arguments that bring to the solution of problems or the obtaining of information.
4 - Competence in social skills and citizenship: students become multilingual people developing the intercultural awareness and allowing them learn other languages and be ready for new cultural experiences.
Ability to show a global citizenship’s feeling compatible with the local identity.
5 – Cultural and artistic competence: development of the creative ability through the literature, culture and civilization knowledge of the English-speaker countries. Ability to appreciate the cultural and creativity fact; to understand, value and appreciate the historical dimension of the different cultural and artistic manifestations in the English language.
6 - Autonomy and personal initiative: ability to imagine, to undertake, to develop and to assess individual or group actions and projects with creativity, confidence, responsibility and critical sense
7 - Learning to learn: development of the strategic thought and the ability to cooperate, self-assessment and use in an efficiency way a group of resources and techniques about intellectual work. Acquisition of study and continuous learning techniques.
8 – Competency in the processing of information in a second language (B2 level), as well as its culture and literature.
9: ICTs competency: ability to search, obtain, process and communicate the information, to convert it into knowledge, from the access to the information to its transmission in different formats when it was dealt with, including the use of ICTs as an essential tool to be informed, learn and communicate.
Specific skills
1. Ability to use the English language (reading, writing, communicating, receiving, producing, interacting, and mediating) at level C2 corresponding to the Common European Framework of Reference for Languages, in both oral and written registers, taking into account the geographical, socio-cultural, and historical variables of this language, given its impact as a global lingua franca, used as a vehicle of communication at an international level. This level implies: the ability to easily understand virtually any oral or written message; the ability to summarize information from various sources (oral or written); the ability to express oneself spontaneously, with great fluency and precision; and the ability to distinguish nuances of meaning even in the most complex situations.
2. Ability to describe the English language in a specialized manner, at different levels of linguistic analysis (phonetic, morphological, lexical, syntactical, semantic, and discursive), (i) employing rigorous linguistic terminology and notation, and (ii) applying emerging methodologies and technologies of linguistic analysis (such as quantitative and qualitative analysis of the English language in use, that is, its communicative contexts).
3. Ability to understand and reflect on the set of internal and external factors that have conditioned the historical evolution of the language.
4. Establish connections between linguistic theory and pedagogical practice, (i) reflecting on the factors that condition the learning and teaching of English as a foreign language to Galician or Spanish speakers, and (ii) providing students with basic skills, as well as the most recent classroom techniques and activities for the practice of language teaching. English.
5. Ability to read literary texts comprehensively and critically in general, and those written in English in particular.
6. Mastery of the techniques used in textual analysis.
7. Understanding the cultural and historical implications of different literary styles and technical resources, taking into account the aesthetic and thematic characteristics of the different genres.
8. Ability to place the literary production of English-speaking countries in the social, cultural, and political context in which it was written.
9. Ability to observe connections and divergences between the different literary traditions of English-speaking countries.
10. Relate the literary production of English-speaking countries to other artistic expressions, such as film and theater. 11. Knowledge of the historical events and cultural characteristics that influenced and continue to influence the development of the language and literary production in the English language.
Mobility & internships
Mobility
Student mobility is regulated by the "Regulations on Interuniversity Exchanges." The Office of Foreign Affairs manages both national (SICUE), European (ERASMUS), and non-EU exchange programs (exchanges with Latin American countries or English-speaking countries):
Academic recognition of a maximum of six elective credits may be obtained by completing external internships related to the degree. To this end, the Faculty will annually issue a public call for applications from existing programs, so that interested students can apply for this opportunity. Students wishing to complete external internships must have earned 150 credits, including all credits corresponding to the first two years of the degree.
Final Degree Project
The student must demonstrate that he or she has acquired the skills associated with the degree over the four years of study.
Number of Students Enrolled in an Academic Year Excluding Incoming Mobility Program Students
Scale info: Whole Number
470,0
483,0
490,0
474,0
462,0
459,0
IN03
New enrolments.
Number of Students Enrolling in a Study Program for the First Time, Including Those Transferring Their Academic Records, Accessing Through Partial Recognition of Foreign Studies, or Transitioning from Phasing-Out Programs
Scale info: Whole Number
107,0
113,0
115,0
110,0
112,0
108,0
IN04
Enrolment for start of studies.
Number of Students Enrolling in the First Year of a Study Program for the First Time, Excluding Those Accessing Through Partial Recognition of Foreign Studies, Transfers, or Transitions from Phasing-Out Programs
Scale info: Whole Number
99,0
105,0
104,0
109,0
106,0
106,0
IN05
Variation of enrolment at the start of studies.
Relative Variation Rate of New Enrollment through Pre-registration
Scale info: Percentage with Two Decimal Places
2,06
6,06
-0,95
4,81
-
-
Admittance profile
IN06
Average pre-enrolment access score.
Average Admission Grade through Pre-registration for Students Beginning Studies, Determining the Entry Profile.
Scale info: Rational number with two decimals. The range goes from 0 to the maximum value that can be obtained in each academic year for pre-registration (some historical values were 10.00 points, 12.00 points, or 14.00 points).
-
9,958
10,1645
10,2554
10,0743
9,9095
IN08
Percentage of foreign students over enrolled students.
Percentage of foreign students among enrolled students, excluding those enrolled in incoming mobility programs.
Scale info: Percentage with Two Decimal Places
-
1,86
2,04
2,11
2,6
2,4
IN09
Percentage of national students from outside Galicia over enrolled students.
Percentage of national students from outside Galicia among enrolled students, excluding those enrolled in incoming mobility programs.
Scale info: Percentage with Two Decimal Places
1,7
1,66
1,02
0,84
1,52
1,96
Adaptation to demand
IN10
Ratio of students pre-enrolled in 1st option over the places offered.
Number of first-time enrolled students who pre-registered as their first choice divided by the number of available seats.
Scale info: Percentage with Two Decimal Places
-
89,0
91,0
94,0
97,0
95,0
IN12
Occupancy rate
Number of new enrollment students through pre-registration divided by the number of available seats.
Scale info: Percentage with Two Decimal Places
-
105,0
104,0
109,0
106,0
106,0
Mobility
Indicator
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
External mobility
IN18
Percentage of students received by the USC from mobility programmes over the total number of enrolled students.
Number of students received at USC in that degree from other universities (mobility programs) divided by the number of students enrolled in the degree.
Scale info: Percentage with two decimal places.
5,18
1,63
8,65
7,36
10,68
Work placements
Indicator
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
IN22
Percentage of graduates who completed external work placements.
Percentage ratio between the graduates of a degree in an academic year who, during their studies, completed internships in companies and institutions, and the total number of graduates in that degree in the same academic year.
Scale info: Percentage with two decimal places.
5,56
6,74
2,08
9,09
6,58
11,9
Results
Indicator
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
Drop-out
IN40
Drop-out rate during the first year.
Percentage ratio between the students of an entry cohort enrolled in the degree in academic year X, who did not enroll in academic years X+1 and X+2, and the total number of students in that entry cohort who entered in academic year X.
Scale info: Percentage with two decimal places.
15,38
8,24
8,24
8,16
11,49
14,85
IN41
Drop-out rate RD 1393.
Percentage ratio between the students of a new entry cohort who were supposed to obtain the degree in the previous academic year but did not enroll in either that academic year or the one before.
Scale info: Percentage with two decimal places.
27,96
13,83
18,68
12,94
15,29
17,35
Assessment
IN36
Assessment rate.
Percentage ratio between the total number of ordinary credits students presented themselves for and the total number of ordinary credits they enrolled in.
Scale info: Percentage with two decimal places.
90,12
93,9
90,71
88,11
87,86
89,6
Average duration of studies
IN38
Average duration of studies.
Average duration (in years) in which students take to complete the credits corresponding to the curriculum.
Scale info: Rational number with two decimal places.
4,6949
5,3896
4,9524
4,4925
4,7302
4,9583
Efficiency of graduates
IN53
Efficiency rate (graduates' performance).
Percentage ratio between the total number of credits a student passed throughout the degree they graduated from and the total number of credits they enrolled in.
Scale info: Percentage with two decimal places.
88,89
81,6
87,26
92,68
89,32
88,7
Students per group
IN32
Average number of students per interactive teaching group.
Ratio between the number of enrolled students and the number of interactive teaching groups.
Scale info: Rational number with two decimal places.
27,5244
27,8626
27,432
27,4228
25,766
25,0613
IN55
Average number of students enrolled in subjects (FB and OB) per theory (lecture) group.
Ratio between the number of students enrolled in compulsory basic training subjects and the number of theory groups for those subjects.
Scale info: Rational number with two decimal places.
61,1933
62,6992
65,8833
62,7603
57,6129
58,7647
IN56
Average number of students enrolled in optional subjects per theory (lecture) group.
Ratio between the number of students enrolled in elective subjects and the number of theory groups for those subjects.
Scale info: Rational number with two decimal places.
28,3265
30,0222
33,8222
33,86
30,4167
27,3125
Success
IN35
Success rate.
Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits they presented themselves for.
Scale info: Percentage with two decimal places.
87,85
93,74
89,0
85,6
83,21
84,93
IN50
Success rate of graduates.
Percentage ratio between the total number of credits a student passed throughout the degree they graduated from and the total number of credits they presented themselves for.
Scale info: Percentage with two decimal places.
88,92
81,6
91,36
95,21
92,68
92,42
Graduation
IN37
Graduation rate.
Percentage ratio between the students who completed their studies within the time planned in the curriculum or in one additional academic year and their cohort of entry.
Scale info: Percentage with two decimal places.
50,54
60,64
64,84
65,88
63,53
62,24
IN51
Graduation suitability rate.
Percentage ratio between the students who completed their studies within the time planned in the curriculum or earlier and their entry cohort.
Scale info: Percentage with two decimal places.
37,63
38,3
35,16
50,59
39,8
40,23
Performance
IN34
Performance rate.
Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits in which they enrolled.
Scale info: Percentage with two decimal places.
79,17
88,02
80,73
75,42
73,12
76,1
Satisfaction
IN15
Satisfaction of outgoing students with mobility programmes.
Average rating of the satisfaction survey for outgoing students with mobility programs.
Scale info: Minimum 0.00, maximum 5.00.
4,122
-
4,51
4,0
3,56
3,7
IN19
Student satisfaction with external work placement programmes.
Average rating of the satisfaction survey for students with external internships.
Scale info: Minimum 0.00, maximum 5.00.
4,7778
-
5,0
-
5,0
3,5556
IN20
Satisfaction of external tutors with external work placement programmes.
Average rating of the satisfaction survey for professional tutors with external internships.
Scale info: Minimum 0.00, maximum 5.00.
4,4
-
5,0
5,0
4,04
4,51
IN21
Satisfaction of academic tutors with external work placement programmes.
Average rating of the satisfaction survey for academic tutors with external internships.
Scale info: Minimum 0.00, maximum 5.00.
-
-
-
-
-
4,8696
IN23
Graduate satisfaction with publicly available information.
Average rating of the satisfaction survey for graduates with the available public information.
Scale info: Minimum 0.00, maximum 5.00.
2,9733
-
-
-
-
-
IN33
Level of satisfaction of graduates with services.
Average rating of the questions related to satisfaction with services in the graduates' survey.
Scale info: Minimum 0.00, maximum 5.00.
3,8222
-
-
-
-
-
IN42
Overall level of satisfaction of graduates with the degree.
Average rating of the questions related to satisfaction with the degree in the graduates' survey.
Scale info: Minimum 0.00, maximum 5.00.
-
-
3,39
3,32
-
3,53
IN46
Student satisfaction with the teaching received.
Average rating of the student satisfaction survey with the teaching received.
Scale info: Minimum 0.00, maximum 5.00.
3,99
4,0
3,95
4,14
3,89
4,04
IN47
Satisfaction of the teaching staff with the teaching given.
Average rating of the faculty satisfaction survey with the teaching provided.
Scale info: Minimum 0.00, maximum 5.00.
4,1372
4,1207
4,0804
4,2209
4,2401
4,2292
IN48
Response rate in the survey on student satisfaction with the teaching received.
Percentage of responses in the student satisfaction survey.
Scale info: Percentage with two decimal places.
47,2946
48,8753
45,7806
29,4589
18,3505
51,581
Human resources
Indicator
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
IN24
Percentage of teaching and research staff with six-year terms over the total teaching and research staff in the degree.
Percentage ratio between the PDI (Teaching and Research Staff) with research periods (sexenios) and the total PDI with teaching in the degree who may have research periods.
Scale info: Percentage with two decimal places.
87,23
88,89
89,66
90,8
93,02
90,91
IN25
Percentage of PhD teaching and research staff over total teaching and research staff.
Percentage ratio between the doctoral PDI (Teaching and Research Staff) and the total PDI with teaching in the degree.
Scale info: Percentage with two decimal places.
89,72
89,32
85,85
85,32
86,92
85,71
IN26
Percentage of civil servant teaching and research staff over total teaching and research staff.
Percentage ratio between the tenured PDI (Teaching and Research Staff) and the total PDI with teaching in the degree.
The degrees offered by the Faculty of Philology have a flexible structure, similar to those in most European universities, in which the study of the language and literature of your choice is combined with a second and a third language and literature, or with General Linguistics, the Theory of Literature and Comparative Literature, or Romance Philology.
This structure comprises the following elements:
Basic Training Module. This aims to provide a general education in Linguistics and the Theory of Literature, as well as an introduction to three of the following languages: Classical Greek, English, French, Galician, German, Italian, Latin, Portuguese, and Spanish.
Major. This provides advanced training in the core discipline of the degree.
Supplementary Module. This provides a basic but significant competence in a second language and its literature, or in a related or intersecting discipline.
Elective Module. This allows students to finish shaping their degree according to their own interests.
Final Year Project. This allows students to demonstrate the full depth and scope of the skills and knowledge they have acquired over the four years of study.
There are no tracks or specializations for this degree; however, studies can be organized into three different modalities:
a) Major/Minor Modality
This combines advanced training in English language and literature with the study of a second discipline that will lead to a specialization in the European Diploma Supplement.
b) Major Plus Modality
This option allows for a more in-depth study of English language and literature by taking an optional specialization module.
c) Mixed Modality
This option consists of a combination of complementary modules to complete the optional subjects.
More information is available on the center's website.
Admission profile
Although no specific prior training is required, it is recommended that students have completed a Humanities and Social Sciences program during high school (R.D. 1467/2007). It is also recommended that they possess the following personal and academic characteristics:
- Intellectual curiosity
- Reading habits
- Aesthetic sensitivity
- Analytical ability
- Critical thinking
- Perseverance and responsibility at work
- Teamwork skills
- Oral and written expression skills
- Basic linguistic proficiency in a foreign language
- Basic computer skills
Minimum number of ECTS enrollment credits per student and school period
Although no specific prior training is required, it is recommended that students have completed a Humanities and Social Sciences program during high school (R.D. 1467/2007). It is also recommended that they possess the following personal and academic characteristics:
- Intellectual curiosity
- Reading habits
- Aesthetic sensitivity
- Analytical ability
- Critical thinking
- Perseverance and responsibility at work
- Teamwork skills
- Oral and written expression skills
- Basic linguistic proficiency in a foreign language
- Basic computer skills
Tutorial action and reception
The USC has a student tutor program for undergraduate programs. Final-year students, following training provided by the University, provide guidance to students beginning their studies.
When an official degree is suspended, the USC guarantees the proper and effective development of the courses students have begun until their completion. To this end, the Governing Council approves the criteria related to, among others, the following:
• The admission of new students to the degree program.
• The gradual phasing out of teaching.
• If the discontinued degree is replaced by a similar one (modifying the nature of the degree), it establishes the conditions that facilitate students' continued studies in the new degree program and the equivalences between the subjects of both programs.
Access and admission rules
Access to Bachelor’s Degree programmes is granted to students with the following degrees/ diplomas or studies, or any other recognized as equivalent to these:
A.1. Spanish Bachiller, European Baccalaureate or International Baccalaureate.
A.2. Baccalaureate from European Union Member States’ education systems or other countries withinternational agreements.
A.3. Advanced Technician in Vocational Training, Advanced Technician in Plastic Arts and Design orAdvanced Technician in Sports Education, from the Spanish Education System.
A.4.Studies carried out in European Union Member States or in other countries with international reciprocal agreements which meet the academic requirements in those States to access their university study programmes.
A.5. Official Spanish university degrees of Diplomado, Arquitecto Técnico, Ingeniero Técnico, Licenciado, Arquitecto, Ingeniero, Graduado or Máster Universitario.
A.6. Partial (foreign or Spanish) university studies.
Access to Bachelor’s Degree programmes is also possible for:
B.1. People over twenty-five after successfully passing a specific access test.
B.2. People over forty with work or professional experience related to a university field of knowledge.
B.3. People over forty-five after successfully passing a specific access test.
Likewise, access to Bachelor’s Degree programmes is granted to:
C.1. People meeting the requirements to enter university according to the Spanish Education System regulations prior to Ley Orgánica 8/2013, of December 9.
The Faculty of Philology has 27 general purpose lecture halls of varying capacities, three seminar rooms, plus language labs, a computer room for teaching, and two video-conference rooms.
The Faculty has wifi network coverage throughout the building, allowing for the use of the lobbies as informal work areas, which are equipped with work tables and power points for this purpose.
The Faculty of Philology Library, with in excess of 400 reading stations, plus an excellent collection comprising more than 200,000 volumes and 1,700 journals.
1. Educate professionals with a high level of the English language, culture and literature.
2. Familiarize students with the Anglo-Saxon social, historical, politic, philosophical, geographical and artistic context.
3. Prepare students to put into practice this knowledge in their future professions.
4. Use critical knowledge to examine the English literary production in its specific historical and socio-cultural framework, and know the methodologies that facilitate its critical comprehension.
5. Know and rigorously put into practise the specialized terminology of linguistic and literary disciplines.
6. Develop the analytical skills and the abstraction thinking through the study of the English linguistics, history, culture and literature.
7. Create identification of problems and search solutions habits applicable to academic and professional contexts.
8. Be able of carrying out specialized studies in any discipline which requires philological basis.
9. Recognize the interdisciplinary nature of the linguistic-literary studies.
10. Provide students with the appropriate knowledge and strategies to be able to express themselves fluently and correctness, and to be able to understand without difficulties spoken and written messages from different registers in a C2 level.
11. Know and be able to explain the English descriptive linguistics levels.
12. Have knowledge about the English role in today’s world, as well as, about its geographical and social varieties and its internal and external history.
13. Know the more relevant authors, periods and literary genres in the English literature and the different theoretical and critical approaches.
14. Acquire knowledge related to the textual and contextual analysis methods.
15. Know the history and culture of the English-speaking countries, the historical and cultural dimension of linguistic changes and the different literary and artistic movements.
16. Provide students with the necessary tools that allow them to work in an autonomous way by establishing relations between the different subject matters of this degree and others in the Humanistic and in the Philology fields.
17. Introduce students to the execution of bibliographical works and the production of current status of specific topics in the English philology.
Basic skills
That students have demonstrated knowledge and understanding in an area of study that builds on the foundation of general secondary education and is typically at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study;
That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills typically demonstrated through the development and defense of arguments and the resolution of problems within their area of study;
That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues;
That students can communicate information, ideas, problems, and solutions to both specialized and non-specialized audiences;
That students have developed the learning skills necessary to undertake further studies with a high degree of autonomy.
Generic skills
1 – Competence in linguistic communication (C2 level): use of the English language as spoken and written means of communication, representation, interpretation and understanding of the reality, knowledge construction and communication, and as a means of organisation and self-regulation of thoughts, emotions and behaviours.
2 – Competence in the critical analysis of the global socio-cultural reality and the particular reality concerning the English-speaking countries.
CG3 – Logical competence: ability to interpret and express in a clearly and accuracy way both data and arguments that bring to the solution of problems or the obtaining of information.
4 - Competence in social skills and citizenship: students become multilingual people developing the intercultural awareness and allowing them learn other languages and be ready for new cultural experiences.
Ability to show a global citizenship’s feeling compatible with the local identity.
5 – Cultural and artistic competence: development of the creative ability through the literature, culture and civilization knowledge of the English-speaker countries. Ability to appreciate the cultural and creativity fact; to understand, value and appreciate the historical dimension of the different cultural and artistic manifestations in the English language.
6 - Autonomy and personal initiative: ability to imagine, to undertake, to develop and to assess individual or group actions and projects with creativity, confidence, responsibility and critical sense
7 - Learning to learn: development of the strategic thought and the ability to cooperate, self-assessment and use in an efficiency way a group of resources and techniques about intellectual work. Acquisition of study and continuous learning techniques.
8 – Competency in the processing of information in a second language (B2 level), as well as its culture and literature.
9: ICTs competency: ability to search, obtain, process and communicate the information, to convert it into knowledge, from the access to the information to its transmission in different formats when it was dealt with, including the use of ICTs as an essential tool to be informed, learn and communicate.
Specific skills
1. Ability to use the English language (reading, writing, communicating, receiving, producing, interacting, and mediating) at level C2 corresponding to the Common European Framework of Reference for Languages, in both oral and written registers, taking into account the geographical, socio-cultural, and historical variables of this language, given its impact as a global lingua franca, used as a vehicle of communication at an international level. This level implies: the ability to easily understand virtually any oral or written message; the ability to summarize information from various sources (oral or written); the ability to express oneself spontaneously, with great fluency and precision; and the ability to distinguish nuances of meaning even in the most complex situations.
2. Ability to describe the English language in a specialized manner, at different levels of linguistic analysis (phonetic, morphological, lexical, syntactical, semantic, and discursive), (i) employing rigorous linguistic terminology and notation, and (ii) applying emerging methodologies and technologies of linguistic analysis (such as quantitative and qualitative analysis of the English language in use, that is, its communicative contexts).
3. Ability to understand and reflect on the set of internal and external factors that have conditioned the historical evolution of the language.
4. Establish connections between linguistic theory and pedagogical practice, (i) reflecting on the factors that condition the learning and teaching of English as a foreign language to Galician or Spanish speakers, and (ii) providing students with basic skills, as well as the most recent classroom techniques and activities for the practice of language teaching. English.
5. Ability to read literary texts comprehensively and critically in general, and those written in English in particular.
6. Mastery of the techniques used in textual analysis.
7. Understanding the cultural and historical implications of different literary styles and technical resources, taking into account the aesthetic and thematic characteristics of the different genres.
8. Ability to place the literary production of English-speaking countries in the social, cultural, and political context in which it was written.
9. Ability to observe connections and divergences between the different literary traditions of English-speaking countries.
10. Relate the literary production of English-speaking countries to other artistic expressions, such as film and theater. 11. Knowledge of the historical events and cultural characteristics that influenced and continue to influence the development of the language and literary production in the English language.
Mobility
Student mobility is regulated by the "Regulations on Interuniversity Exchanges." The Office of Foreign Affairs manages both national (SICUE), European (ERASMUS), and non-EU exchange programs (exchanges with Latin American countries or English-speaking countries):
Academic recognition of a maximum of six elective credits may be obtained by completing external internships related to the degree. To this end, the Faculty will annually issue a public call for applications from existing programs, so that interested students can apply for this opportunity. Students wishing to complete external internships must have earned 150 credits, including all credits corresponding to the first two years of the degree.
The student must demonstrate that he or she has acquired the skills associated with the degree over the four years of study.
Number of Students Enrolled in an Academic Year Excluding Incoming Mobility Program Students
Scale info: Whole Number
470,0
483,0
490,0
474,0
462,0
459,0
IN03
New enrolments.
Number of Students Enrolling in a Study Program for the First Time, Including Those Transferring Their Academic Records, Accessing Through Partial Recognition of Foreign Studies, or Transitioning from Phasing-Out Programs
Scale info: Whole Number
107,0
113,0
115,0
110,0
112,0
108,0
IN04
Enrolment for start of studies.
Number of Students Enrolling in the First Year of a Study Program for the First Time, Excluding Those Accessing Through Partial Recognition of Foreign Studies, Transfers, or Transitions from Phasing-Out Programs
Scale info: Whole Number
99,0
105,0
104,0
109,0
106,0
106,0
IN05
Variation of enrolment at the start of studies.
Relative Variation Rate of New Enrollment through Pre-registration
Scale info: Percentage with Two Decimal Places
2,06
6,06
-0,95
4,81
-
-
Admittance profile
IN06
Average pre-enrolment access score.
Average Admission Grade through Pre-registration for Students Beginning Studies, Determining the Entry Profile.
Scale info: Rational number with two decimals. The range goes from 0 to the maximum value that can be obtained in each academic year for pre-registration (some historical values were 10.00 points, 12.00 points, or 14.00 points).
-
9,958
10,1645
10,2554
10,0743
9,9095
IN08
Percentage of foreign students over enrolled students.
Percentage of foreign students among enrolled students, excluding those enrolled in incoming mobility programs.
Scale info: Percentage with Two Decimal Places
-
1,86
2,04
2,11
2,6
2,4
IN09
Percentage of national students from outside Galicia over enrolled students.
Percentage of national students from outside Galicia among enrolled students, excluding those enrolled in incoming mobility programs.
Scale info: Percentage with Two Decimal Places
1,7
1,66
1,02
0,84
1,52
1,96
Adaptation to demand
IN10
Ratio of students pre-enrolled in 1st option over the places offered.
Number of first-time enrolled students who pre-registered as their first choice divided by the number of available seats.
Scale info: Percentage with Two Decimal Places
-
89,0
91,0
94,0
97,0
95,0
IN12
Occupancy rate
Number of new enrollment students through pre-registration divided by the number of available seats.
Scale info: Percentage with Two Decimal Places
-
105,0
104,0
109,0
106,0
106,0
Mobility
Indicator
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
External mobility
IN18
Percentage of students received by the USC from mobility programmes over the total number of enrolled students.
Number of students received at USC in that degree from other universities (mobility programs) divided by the number of students enrolled in the degree.
Scale info: Percentage with two decimal places.
5,18
1,63
8,65
7,36
10,68
Work placements
Indicator
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
IN22
Percentage of graduates who completed external work placements.
Percentage ratio between the graduates of a degree in an academic year who, during their studies, completed internships in companies and institutions, and the total number of graduates in that degree in the same academic year.
Scale info: Percentage with two decimal places.
5,56
6,74
2,08
9,09
6,58
11,9
Results
Indicator
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
Drop-out
IN40
Drop-out rate during the first year.
Percentage ratio between the students of an entry cohort enrolled in the degree in academic year X, who did not enroll in academic years X+1 and X+2, and the total number of students in that entry cohort who entered in academic year X.
Scale info: Percentage with two decimal places.
15,38
8,24
8,24
8,16
11,49
14,85
IN41
Drop-out rate RD 1393.
Percentage ratio between the students of a new entry cohort who were supposed to obtain the degree in the previous academic year but did not enroll in either that academic year or the one before.
Scale info: Percentage with two decimal places.
27,96
13,83
18,68
12,94
15,29
17,35
Assessment
IN36
Assessment rate.
Percentage ratio between the total number of ordinary credits students presented themselves for and the total number of ordinary credits they enrolled in.
Scale info: Percentage with two decimal places.
90,12
93,9
90,71
88,11
87,86
89,6
Average duration of studies
IN38
Average duration of studies.
Average duration (in years) in which students take to complete the credits corresponding to the curriculum.
Scale info: Rational number with two decimal places.
4,6949
5,3896
4,9524
4,4925
4,7302
4,9583
Efficiency of graduates
IN53
Efficiency rate (graduates' performance).
Percentage ratio between the total number of credits a student passed throughout the degree they graduated from and the total number of credits they enrolled in.
Scale info: Percentage with two decimal places.
88,89
81,6
87,26
92,68
89,32
88,7
Students per group
IN32
Average number of students per interactive teaching group.
Ratio between the number of enrolled students and the number of interactive teaching groups.
Scale info: Rational number with two decimal places.
27,5244
27,8626
27,432
27,4228
25,766
25,0613
IN55
Average number of students enrolled in subjects (FB and OB) per theory (lecture) group.
Ratio between the number of students enrolled in compulsory basic training subjects and the number of theory groups for those subjects.
Scale info: Rational number with two decimal places.
61,1933
62,6992
65,8833
62,7603
57,6129
58,7647
IN56
Average number of students enrolled in optional subjects per theory (lecture) group.
Ratio between the number of students enrolled in elective subjects and the number of theory groups for those subjects.
Scale info: Rational number with two decimal places.
28,3265
30,0222
33,8222
33,86
30,4167
27,3125
Success
IN35
Success rate.
Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits they presented themselves for.
Scale info: Percentage with two decimal places.
87,85
93,74
89,0
85,6
83,21
84,93
IN50
Success rate of graduates.
Percentage ratio between the total number of credits a student passed throughout the degree they graduated from and the total number of credits they presented themselves for.
Scale info: Percentage with two decimal places.
88,92
81,6
91,36
95,21
92,68
92,42
Graduation
IN37
Graduation rate.
Percentage ratio between the students who completed their studies within the time planned in the curriculum or in one additional academic year and their cohort of entry.
Scale info: Percentage with two decimal places.
50,54
60,64
64,84
65,88
63,53
62,24
IN51
Graduation suitability rate.
Percentage ratio between the students who completed their studies within the time planned in the curriculum or earlier and their entry cohort.
Scale info: Percentage with two decimal places.
37,63
38,3
35,16
50,59
39,8
40,23
Performance
IN34
Performance rate.
Percentage ratio between the total number of ordinary credits passed by students and the total number of ordinary credits in which they enrolled.
Scale info: Percentage with two decimal places.
79,17
88,02
80,73
75,42
73,12
76,1
Satisfaction
IN15
Satisfaction of outgoing students with mobility programmes.
Average rating of the satisfaction survey for outgoing students with mobility programs.
Scale info: Minimum 0.00, maximum 5.00.
4,122
-
4,51
4,0
3,56
3,7
IN19
Student satisfaction with external work placement programmes.
Average rating of the satisfaction survey for students with external internships.
Scale info: Minimum 0.00, maximum 5.00.
4,7778
-
5,0
-
5,0
3,5556
IN20
Satisfaction of external tutors with external work placement programmes.
Average rating of the satisfaction survey for professional tutors with external internships.
Scale info: Minimum 0.00, maximum 5.00.
4,4
-
5,0
5,0
4,04
4,51
IN21
Satisfaction of academic tutors with external work placement programmes.
Average rating of the satisfaction survey for academic tutors with external internships.
Scale info: Minimum 0.00, maximum 5.00.
-
-
-
-
-
4,8696
IN23
Graduate satisfaction with publicly available information.
Average rating of the satisfaction survey for graduates with the available public information.
Scale info: Minimum 0.00, maximum 5.00.
2,9733
-
-
-
-
-
IN33
Level of satisfaction of graduates with services.
Average rating of the questions related to satisfaction with services in the graduates' survey.
Scale info: Minimum 0.00, maximum 5.00.
3,8222
-
-
-
-
-
IN42
Overall level of satisfaction of graduates with the degree.
Average rating of the questions related to satisfaction with the degree in the graduates' survey.
Scale info: Minimum 0.00, maximum 5.00.
-
-
3,39
3,32
-
3,53
IN46
Student satisfaction with the teaching received.
Average rating of the student satisfaction survey with the teaching received.
Scale info: Minimum 0.00, maximum 5.00.
3,99
4,0
3,95
4,14
3,89
4,04
IN47
Satisfaction of the teaching staff with the teaching given.
Average rating of the faculty satisfaction survey with the teaching provided.
Scale info: Minimum 0.00, maximum 5.00.
4,1372
4,1207
4,0804
4,2209
4,2401
4,2292
IN48
Response rate in the survey on student satisfaction with the teaching received.
Percentage of responses in the student satisfaction survey.
Scale info: Percentage with two decimal places.
47,2946
48,8753
45,7806
29,4589
18,3505
51,581
Human resources
Indicator
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
IN24
Percentage of teaching and research staff with six-year terms over the total teaching and research staff in the degree.
Percentage ratio between the PDI (Teaching and Research Staff) with research periods (sexenios) and the total PDI with teaching in the degree who may have research periods.
Scale info: Percentage with two decimal places.
87,23
88,89
89,66
90,8
93,02
90,91
IN25
Percentage of PhD teaching and research staff over total teaching and research staff.
Percentage ratio between the doctoral PDI (Teaching and Research Staff) and the total PDI with teaching in the degree.
Scale info: Percentage with two decimal places.
89,72
89,32
85,85
85,32
86,92
85,71
IN26
Percentage of civil servant teaching and research staff over total teaching and research staff.
Percentage ratio between the tenured PDI (Teaching and Research Staff) and the total PDI with teaching in the degree.
