Strategies towards equity, diversity and inclusion at higher education institutions in Europe INVITED PROJECT SURVEY OUTCOMES
SIDERAL Project Kick-off Meeting Zadar, Croatia, 2 July 2019
Anna-Lena Claeys-Kulik Policy Coordinator, European University Association INVITED PROJECT
EUA
More than 800 member HEIs in 48 European countries & 33 national university associations
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Background: The • economic and demographic developments, societal changes, HE as motor for social mobility INVITED • need for a holistic view on the topic & a strategic approach at HEIs Project Objectives: • Support higher education institutions in fulfilling their social responsibility to reflect societal diversity • Create a knowledge base, identify and promote good practice • Provide opportunities for peer learning & exchange between HEIs & policy levels • Develop recommendations to institutions & policy levels
Milestones: • Autumn 2018 – summer 2019: survey, evaluation, follow-up interviews • Autumn 2019: report (advisory role) • Spring 2020: national/regional events + further exploitation (depending on external funding) 3 INVITED PROJECT Respondents by country
Albania 9 Andorra 1 Armenia 1 Austria 14 Azerbaijan 1 The sample Belgium - Wallonia 2 Belgium - Flanders 4 Bosnia and Herzegovina 1 Bulgaria 2 Cyprus 2 Czech Republic 2 • More than 160 higher Denmark 3 Finland 2 education institutions France 5 Georgia 2 • 36 European higher Germany 23 Hungary 1 education systems Ireland 8 Italy 4 Kazachstan 1 Kosovo 2 Lithuania 1 Montenegro 1 Netherlands 3 Norway 4 Poland 9 Portugal 3 Romania 1 Russia 1 Slovakia 1 Spain 28 Sweden 6 Switzerland 6 Turkey 1 Ukraine 2 United Kingdom 7 4 Preliminary data – report publication in autumn 2019 via eua.eu INVITED PROJECT
Size of • Almost half of them are smaller HEIs responding • 1/3 are medium-sized HEIs HEI size 4% 4% 1 to 14,999 students 16% 15,000 to 29,999 students 46% 30,000 to 44,999 students
45,000 to 59,999 students
60,000 and more students Q8 How many students 29% are enrolled at your institution?
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It is an explicit value for our institution. 88%
Drivers: why It is part of the institution's social responsibility. 76% HEIs engage in the topic It is a legal obligation. 64% It is part of our strategy to recruit students. 41%
It is part of our strategy to recruit staff. 38%
It is required by the performance/development 36% contract between the institution and the…
Q 14. Why is the topic of It is needed for the allocation of public funding. 26% equity, diversity and inclusion of importance to your There are quotas for students with diverse 20% institution? backgrounds.
There are quotas for staff with diverse backgrounds. 18% 6 Preliminary data – report publication in autumn 2019 via eua.eu INVITED PROJECT
Equity, diversity and inclusion are addressed... Institutional • 85% of HEIs have a 75% strategies & strategy in place at 58% At central level 21% approaches central level, 13% 39% under development 25% • 49% at faculty 34% At faculty level 10% • 41% at departmental 15% Q 10a Are diversity, equity and inclusion topics that are levels addressed in your institution's 15% strategy or policies?; 24% At departmental level 9% Q10b Where are equity, 13% diversity and inclusion • 53% of HEIs have a addressed exactly? specific office in charge Q11 Who is in charge of Main strategy implementing your institution's of implementation activities in relation to diversity, Specific diversity/equity/inclusion strategy equity and inclusion? Quality manual Code of conduct 7 Preliminary data – report publication in autumn 2019 via eua.eu INVITED PROJECT Dimensions of diversity addressed
Students 92% Academic staff 77%
Non-academic staff 76% Disability Students 82% Academic staff 83%
Gender Non-academic staff 76% Diversity Students 77%
d Academic staff 54% tion
Non-academic staff 45%
backgroun ural/migra dimensions Ethnic/cult Students 71%
d Academic staff 21% Socio-
economic Non-academic staff 19% backgroun Students 65%
Academic staff 51%
Sexual LGBT+ ) LGBT+ identity Non-academic staff
(including 48%
Students 62%
l e
Q 12 Which dimensions d Academic staff 30% lifelong
learners) Non-academic staff pathways,
(alternativ 27% backgroun of diversity do you Educationa address at your Students 52%
Academic staff 58% ities
institution? Caring Non-academic staff 57% responsibil Students 47% Academic staff 38%
d/beliefs Non-academic staff
Religious 35% backgroun Students 38%
Academic staff 45% Age Non-academic staff 44% 8 Preliminary data – report publication in autumn 2019 via eua.eu INVITED PROJECT
Higher education institutions provide a diverse range of measures and activities for diversity, equity and inclusion A multitude of of students & staff. institutional → see INVITED report (Autumn 2019) measures
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Commitment and support of the 76% institutional leadership Success Direct involvement of the target group(s) in developing & implementing the strategy & 48% factors activities Involvement of the entire university 43% community
Additional financial/staff resources made 34% available
Government support (at which ever level 25% relevant) Q27 What are the top three success factors of your Diverse learning environments improving activities towards diversity, 22% equity and inclusion? the student's experience
Diverse teams doing better research 8%
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Lack of funding & other resources 10% 66% 9% 6% Lack of awareness about the issue within the 11% 65% 11% 4% university community Barriers Difficulties to identify and reach students/staff 10% 58% 16% 3% from target group Difficulties with data collection relevant for the 14% 53% 14% 5% topic Lack of information/training opportunities on the 18% 52% 13% 5% issue for students/staff Lack of consensus/support for the issue within the 10% 51% 24% 4% university community Lack of government support (at which ever level is 18% 41% 17% 8% relevant) Q23 What are the barriers to diversity, equity and inclusion Lack of a strategic approach to the topic 34% 29% 17% 4% that you face at your institution? Lack of support from the university leadership 26% 13% 41% 4%
Was a challenge, but has been solved Continues to be a challenge Has never been a challenge I do not know 11 Preliminary data – report publication in autumn 2019 via eua.eu INVITED PROJECT
Additional public funding for diversity, 69% Further equity and inclusion efforts external Staff training opportunities 58% Special grants for students from support 55% required disadvantaged/less represented groups External project funding 52%
Professional consultancy, specific expertise 42% on a certain aspect Peer learning and good practice exchange 41% through professional networks Q26 What type of (additional) external support do you think Regulatory changes (please specify) 18% would be needed to further the development and implementation of your No further external support needed. 1% institution's strategy and/or activities towards diversity, equity and inclusion? 12 Preliminary data – report publication in autumn 2019 via eua.eu INVITED PROJECT
• Most HEI present in the sample have strategies and measures for diversity & inclusion, often as part of their social responsibility and as a reflection of their intrinsic values. • Responding HEI have such strategies and measures in place also in the Preliminary absence of legal or performance based requirements. • Most respondents feature inclusion in their main strategy, more than half conclusions have (additional) diversity strategies in place and specific diversity offices to implement them. • Successful HEI measures are multi-stakeholder oriented, involve the entire community, incl. the target groups themselves. • More than half of the institutions point to persistent challenges, e.g. lack of awareness in the university community, as well as broader outreach and monitoring issues. • Additional funding is needed to enhance diversity & inclusion, esp. in the areas of targeted financial student support, project funding to develop institutional measures and to run staff training. • HEI leadership support is seen as crucial success factor. • 41% of institutions would wish for more government support. • Dialogue between all actors/stakheolders is needed as the basis for new policies.
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Dialogue as basis for new policies – jointly define goals, identify obstacles, develop solutions
Source: mobilize green 14 Thank you for your attention
Anna-Lena Claeys-Kulik Policy Coordinator European University Association (EUA) Avenue de l'Yser, 24 | 1040 Brussels | Belgium Tel: +32 2 743 11 48 ets Linkedin | @AnnaLenaKulik | EUA profile
INVITED project: https://eua.eu/101-projects/737-invited.html
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