2017 AURORA NETWORK INITIATIVES DIVERSITY AND EQUALITY AWARD

201070922_VU_AURORA_artwork_26102017.indd 1 26-10-17 14:49 COLOPHON

Editors: Karen van Oudenhoven-van der Zee and Neira Bećar Author: Leila Bećar Graphic designer: DHD Creatives Published: November 2017, Amsterdam

CONTACT INFORMATION Equality Days LEGENDA AURORA PROJECTS Gudbjörg Linda Rafnsdóttir: [email protected] Education Increasing the female proportion of Chance Hoch 2 professors at the Faculty of Psychology Evelyn Ziegler: David Lackland Sam: Campus [email protected] [email protected] and Gabriele Spengler: [email protected] VU Pre-University College Comunication Lidewij van Gils: OnTop [email protected] Evelyn Ziegler: [email protected] Sensitivity to Diversity in Education Research and Gabriele Spengler: Thea van Lankveld: [email protected] [email protected] Gender Trans and Gender Identity Support Putting Gender on everyone’s agenda Richard Harvey: Rhiannon Thompson: [email protected] [email protected] Socio-economic Sports for Boys Putting Wellbeing at the heart of Richard Harvey: the Student and Staff Experience [email protected] Janine Chalmers: Cultural [email protected] Student Tutoring Edith Piqueray: The setting up of General [email protected] the Centre on Global Migration an Interface between Academia, StuDream Public Actors, Civil Society and Business. Disability Khalid el Jafoufi: Andrea Spehar: [email protected] [email protected]

201070922_VU_AURORA_artwork_26102017.indd 2 26-10-17 14:49 INDEX

Preface 4

Introduction 5 Chance Hoch 2 6 University Duisburg-Essen OnTOP 7 University Duisburg-Essen Trans and Gender Identity Support 8 University of East Anglia Sports for Boys 9 University of East Anglia Student Tutoring 10 University of Antwerp StuDream 11 University of Antwerp Equality Days 12 University of Increasing the female proportion of professors at the Faculty of Psychology 13 VU Pre-University College 14 Vrije Universiteit Amsterdam Sensitivity to Diversity in Education 15 Vrije Universiteit Amsterdam Putting gender on everyone’s agenda 16 University of Aberdeen Putting Wellbeing at the Heart of the Student and Staff Experience 17 University of Aberdeen The setting up of the centre on Global Migration: an Interface between Academia, Public Actors, Civil Society and Business 18 University of

201070922_VU_AURORA_artwork_26102017.indd 3 26-10-17 14:49 PREFACE

“The growing diversity of the workforce should be a cause for celebration. Getting rid of discrimination against minorities represents a triumph for natural justice as well as a chance to make society as a whole stronger. But the celebration needs to be mixed with hard work and clear thinking. Companies will find it hard to make a success of diversity if they refuse to recognize that it brings challenges as well as opportunities”.

[Economist, Schumpeter, 11 February, 2016] DIVERSITY AND EQUALITY AWARD

4 The nine universities in the Aurora network share a strong commitment to diversity and inclusion. All Aurora partners subscribe to equal opportunities for all. With our diversity policies we aim to contribute to the inclusiveness of European societies in which equality of men and women still is not a matter of course, divides between cultural and ethnic groups are increasingly at stake, sexual orientation and gender identity are still reasons for violence and discrimination, and where social economic differences become larger rather than smaller. We value different perspectives as essential aspects of an academic community. We believe that diversity among our students and staff will enhance the quality of university education and research.

2017 AURORA To be successful in our diversity policies requires hard work and clear thinking. In 2017, the Aurora Diversity Award was launched within the network to highlight innovative and successful inclusion and diversity interventions. This publication presents a selection of the entries that we received. We hope that the interventions will inspire students, teachers, researchers, administrators and members of the supporting staff looking for inspiring ways to foster diversity and inclusion in their institutions.

PROF. MR. DR. JAAP WINTER, PROF. DR. KAREN VAN OUDENHOVEN-VAN DER ZEE, PRESIDENT OF THE AURORA NETWORK. CHAIR OF THE DIVERSITY WORKING GROUP AND THE JURY OF THE AURORA DIVERSITY AWARD.

201070922_VU_AURORA_artwork_26102017.indd 4 26-10-17 14:49 INTRODUCTION

The Aurora Diversity Award This publication includes a selection of the entries that were submitted for the award. The selection of projects aims to The objective of the annual Aurora diversity award is to ensure a wide range of approaches to diversity and inclusion identify and exchange good practices and to advance the in research, education, HR and communication. Aurora network’s vision of equal opportunities for staff and students, creating a working and learning environment where As a society, we’ve come a long way in ensuring diversity different perspectives are explicitly valued, and to capitalize and equality for everyone; minority groups enjoy rights and on the ability to generate creativity from different perspectives freedoms which would have been unthinkable in the past. in teaching and in education. This did not happen spontaneously, it was brought on by the efforts of committed individuals such as those whose projects The first edition of the Aurora Equality and Diversity Award are described in this publication. No one will dispute the fact NETWERK INITIATIVES has resulted in a total of 18 nominations from the participating that, despite all the efforts that we have made, there still is a partner universities. The jury consisted of five members, long road ahead. May this publication of initiatives by Aurora representing academic, supporting and administrative staff. partners serve as an inspiration for everyone committed to 5 promoting diversity and inclusion in higher education. The jury members were Prof. Dr. Karen van Oudenhoven-van der Zee, Chair (Vrije Universiteit Amsterdam), Prof. Dr. Margaret Ross (University of Aberdeen), MA Arnar Gíslason (University Iceland), MA Elizabeth George (University of Gothenburg)

and MA Younes Younes (junior researcher, Vrije Universiteit 2017 ARORA Amsterdam).

In order to be nominated for the award, projects had to be based on a clear vision and follow a feasible strategy. In addition, projects had to be rated as impactful, creative and innovative. Finally, projects had to involve different stakeholders within or outside the university, making them transferable to different contexts. The following projects were nominated for the Aurora Diversity and Equality Award 2017:

1. Chance Hoch 2, University Duisburg Essen 2. StuDream, University of Antwerp 3. Sensitivity to Diversity in Education, Vrije Universiteit Amsterdam

201070922_VU_AURORA_artwork_26102017.indd 5 26-10-17 14:49 CHANCE HOCH 2 University Duisburg-Essen - Education - Socio-economic

The Ruhr Area is an area characterised by the shift from coal and steel manufacturing to a service economy. The development of the region has resulted in an above- 01 average share of the population with a migration background and in households with below average income. “Chance Hoch 2” supports the educational advancement of the children of these families. DIVERSITY AND EQUALITY AWARD

6 SUPPORT TO GIFTED STUDENTS BEFORE AND DURING UNIVERSITY “Chance Hoch 2” is a widening participation scheme aimed at first generation students with or without a migration background. Funded by Stiftung Mercator, “Chance Hoch 2” 2017 AURORA supports gifted young students by “The goal of the project is to increase the delivering special assistance before and number of children from non-academic during their education at the University of Duisburg-Essen (UDE). The assistance families going on to higher education.” includes various workshops, personal mentoring, career planning, coaching, and financial support. Each year 25 pupils with talent and potential from different countries of origin are admitted to the in the form of a monthly allowance. academic families going on to higher programme and accompanied over The support during the initial phase education. The success of the project is a total period of three years, covering of the study at the UDE, or within demonstrated by the fact that almost all the final two years at school and the the University Alliance Ruhr, is given participants from the first groups have first year of study. During the years through seminars, workshops, and more. successfully passed the higher education in school, the pupils receive support Personal counselling as well as a monthly entrance qualifications and most of them through mentoring, seminars, coaching, scholarship are also provided in the first now study at UDE. Other participants participation in events, and more. In year of study. have already completed their Bachelor’s addition, there is financial support degree and are planning to enrol in a INCREASING THE NUMBER OF Master’s programme. Moreover, a large STUDENTS GOING TO HIGHER number of participants were involved CHANCE HOCH 2 WAS PROCLAIMED THE EDUCATION in voluntary work while still at school, WINNER OF THE AURORA DIVERSITY The goal of the project is to increase thereby making their contribution to AND EQUALITY AWARD 2017. the number of children from non- society a valuable one.

201070922_VU_AURORA_artwork_26102017.indd 6 26-10-17 14:49 ONTOP University Duisburg-Essen - Education - Cultural

Due to a lack of formal accreditation programme. The programme consists BRIDGE TO EMPLOYMENT of their degrees many migrants and of three major components: technical The first students began the programme refugees in Germany with a foreign qualification in the respective subject, in 2015/2016 and in October 2017 the fifth academic education cannot make methodological knowledge, and German cohort will be admitted. The success of the the most of their potential and language education. The participants 02programme is visible from the fact that it abilities. “OnTOP”, a qualification take conventional study courses at the has helped the participants to fulfil their programme at the University of University and also receive target-specific goals and set promising and ambitious Duisburg-Essen (UDE), deals with training and professional coaching. objectives for the future. The programme this issue and offers a possibility Furthermore, accompanied by peer and the acquired equivalent German for migrants and refugees with a mentors who serve as role models, the degree clear the way to full recognition foreign academic degree to obtain an participants are motivated and inspired and function as a bridge to employment, equivalent German academic degree to capitalize on the knowledge accrued thus enabling foreign graduates to (Bachelor or Master). through the programme. Finally, “OnTOP” participate more fully in society. enables its participants to build up DIVERSITY AND EQUALITY AWARD professional networks with potential HELPING MIGRANTS AND employers by arranging target-oriented REFUGEES MAKE THE MOST workshops and events. 7 OF THEIR POTENTIAL The programme is set up for anyone with a foreign university degree who cannot find a job despite a good qualification and wants to improve their chances in the labour market. The process starts with an application 2017 AURORA to examine the equivalence of a foreign academic qualification in comparison to a German reference profession. During this process, “OnTOP” supports the International Office and the faculty’s audit committees and an individual plan is made for the qualification

“OnTOP” supports the International Office and the faculty’s audit committees and an individual plan is made for the qualification programme.”

201070922_VU_AURORA_artwork_26102017.indd 7 26-10-17 14:49 TRANS AND GENDER IDENTITY SUPPORT University of East Anglia - Communication -Trans and Gender Identity

The university is a place of work and study to a number of staff and students who have, are, or are considering transitioning gender. Although a small community, the debate around gender identity has gradually become more vocal within the university and the number of students seeking support because they wish to explore their gender identity or wish to transition has increased. That being said, gender identity beyond03 the traditional binary definitions is widely misunderstood or subjected to sensationalist coverage by mainstream media. The project aims to increase the capacity of the University of East Anglia (UEA) with regard to understanding and supporting students and colleagues who have, will or may transition(ed) gender.

SUPPORTING STAFF AND STUDENTS staff, demonstrating that the University who are part way through, transitioning TRANSITIONING GENDER aims to be a place where people can be gender. The third key element is the The project has several key components themselves. The second key element is the provision of gender neutral toilets across and the first one is that the University creation of guidance documents for staff campus. The final element, which is DIVERSITY AND EQUALITY AWARD now offers a wider range of gender and students which provide signposting ongoing, has been staff training. These identity options for both students and and guidance for those considering, or sessions are conducted using interactive 8 software, taking the form of an ongoing mini quiz to test understanding. During the sessions, issues such as confidentiality and how to support trans students and staff are discussed.

SUCCESS OF THE PROGRAMME 2017 AURORA The success of the programme is most visible from the training evaluation, which has been very positive. Staff members who took the training expressed that they are now better informed on how to address and understand trans people and that they have gained new insights into concepts and terms they were not familiar with.

“The success of the programme is most visible from the training evaluation, which has been very positive.”

201070922_VU_AURORA_artwork_26102017.indd 8 26-10-17 14:49 SPORTS FOR BOYS University of East Anglia - Education - Socio-economic

The gender gap in education in the United Kingdom has reached record levels. One report shows that, when considering disadvantaged areas, women are three times more likely to enter Higher Education than men. This is referred to as the “white working-class boys” problem and is among the most prominent 04 problems in English Higher Education.

ACCESS TO UNIVERSITY THROUGH SPORTS “Sports for Boys” (S4B) aims to overcome this problem by encouraging working “A large majority of the DIVERSITY AND EQUALITY AWARD class boys to engage in Higher Education boys found the event very by providing access to university through sports, namely; fencing, archery, rock useful and almost all boys 9 climbing, and judo. Specially trained would recommend “S4B.” male students, known as “ambassadors” are given the opportunity to talk about student life and promote the benefits of higher education.

PROVIDING MALE ROLE-MODELS UNIVERSITY ISN’T ALL BORING, SOME 2017 AURORA The “S4B” project brings groups of up to OF IT IS FUN 32 boys from Year 7 (ages 11 to 12) from The success of the programme is schools from disadvantaged areas to demonstrated by the outcomes of earlier spend a day at the University of East years. A large majority of the boys found Anglia (UEA). The day consists of a rotation the event very useful and almost all boys through demonstrations of the four sports, would recommend “S4B” to a friend. They a tour of the University, and motivational commented that they learned a lot about talks by the ambassadors about their university. Among the comments was experiences at the UEA. Subsequently, a ‘university isn’t all boring, some of it is fun’ follow up programme is designed which and that ‘sport is important and going to uses specially trained ambassadors, the UEA is a good thing for you later in life’. “S4B Champions”. The Champions visit Thus, “S4B” aims to provide young boys a the schools in Years 9, 10, and 11 to further starting point to equip themselves with motivate the children. By setting the knowledge and skills they need to thrive in project up this way, “S4B” aims to capture society. the student’s attention early, to counter the negative perceptions of university, and to provide positive male role-models to look up to.

201070922_VU_AURORA_artwork_26102017.indd 9 26-10-17 14:49 STUDENTUniversity of Antwerp - Education -Socio-economicTUTORING

The Flemish educational system is characterized by strong differences between ethnic and socio-economic groups. Specific minority and low socio- economic groups are overrepresented in retention and dropout rates. Pupils who meet a certain number of criteria are more likely to have difficulties during their school career. These ‘high risk pupils’ are usually: non-Dutch 05 speaking, have a migration background, school delay, low socio-economic status, and low degree of education and employment within the family.

MOTIVATING HIGH RISK PUPILS TO Dutch speaking refugees have additional CONSIDER HIGHER EDUCATION problems understanding the classes in “Student tutoring” is a project in which school due to their poor Dutch language students from the Antwerp University proficiency. Therefore a specific tutoring Association (AUHA) voluntarily engage in programme for refugees is integrated giving after school education to high risk within the student tutoring project, DIVERSITY AND EQUALITY AWARD pupils in secondary education in Flanders. focusing on Dutch language skills through The goals of the project are to improve the cross-curricular study guidance. 10 pupils’ current position and to motivate them to consider higher education. TUTORS AND TUTEES POSITIVELY These goals are achieved through study INFLUENCING EACH OTHER guidance, helping the pupils with the The tutees involved in the programme subject matter and study skills, and social gain more self-confidence, an increase support in the form of motivation and of motivation, study skills, and better building their self-confidence. study results. The tutors benefit from the 2017 AURORA programme as well because they obtain TUTORING PROGRAMME FOR coaching and social skills. The programme REFUGEE thus helps both the tutors and tutees The increasing influx of refugees has make positive changes in their life by created new challenges for the student helping each other. tutoring programme because non-

“The tutees involved in the programme gain more self-confidence, an increase of motivation, study skills, and better study results.”

201070922_VU_AURORA_artwork_26102017.indd 10 26-10-17 14:49 STUDREAM University of Antwerp - Education - Cultural

The underrepresentation of students with a migration background at the University of Antwerp (UA) is a fact and unfortunately, after years of engagements and efforts, the situation remains problematic. The changeover from college to university is the primary problem for students with a 05 migration background. Lack of proper study methods, approach, involvement, 06 and social and financial resources are some of the causes.

INCREASING THE INFLUX OF STUDENTS WITH A MIGRATION BACKGROUND “StuDream” is a bottom-up established study guidance centre which arose from the initiatives of the student association DIVERSITY AND EQUALITY AWARD ‘Mahara’. As a student association Mahara admits the fact that their impact can be significant, especially in cooperation with 11 the University. “StuDream” aims to increase the influx and flow of students with a migration background to the UA. With the cooperation between successful students from various marginalized groups, the so-called ‘role models’ and the expertise of the University services and faculties, 2017 AURORA “StuDream” serves as an inclusive centre where future students and first-year students can be helped.

INCLUSIVE WORKING METHOD “StuDream” has an inclusive working “Mahara admits the method and operates as a neutral fact that their impact centre without a direct link to a specific OUTCOME OF THE PROJECT can be significant, framework or background. The project Because of its bottom-up strategy and makes the potential of all efforts more the large number of engaged members, especially in efficient and promotes equality between Mahara created an opportunity where cooperation with the the students. It advances their role models collaboration with the University can on social media, on the campuses of the result in a structural model where the University.” University, and in high school. “StuDream” role models and experts can continuously also collaborates with the UA in a more support the students who need it the inclusive and structural way whereby the most. The project is still in progress and University facilitates the mentorship and the first results are expected in September offers their expertise. 2019.

THE STUDREAM PROJECT WAS NOMINATED FOR THE AURORA DIVERSITY AND EQUALITY AWARD 2017.

201070922_VU_AURORA_artwork_26102017.indd 11 26-10-17 14:49 EQUALITY DAYS University of Iceland - Campus -Gender and diversity, including cultural, disability and LGBT

As our world becomes ever more progressive and interconnected, building effective strategies that promote diversity and equality in all areas are regarded as a paramount concern for universities. “Equality Days” is a two week long event which highlights equality in a broad sense with a mix of academic talks and discussions alongside07 more general events.

HIGHLIGHTING EQUALITY The project combines the many dimensions of equality, feminism, “What’s most interesting and diversity while examining power structures, privilege, and discrimination. about “Equality Days” While retaining a critical perspective on is the innovative methods the issues, there is also an air of festiveness DIVERSITY AND EQUALITY AWARD around the event. The aims of the project it uses to bring the include opening up a discussion and message across.” 12 increasing public understanding and knowledge on equality. “Equality Days” is also a platform for co-operation between staff and students at the University of SUCCESS OF THE EVENT Iceland, and in recent years the event “Equality Days” works insofar as it helps has included a partnership with other bring about increased awareness of universities in Iceland. gender and diversity issues within the 2017 AURORA University. Topics of the event have INNOVATIVE METHODS included: gender mainstreaming in What’s most interesting about “Equality academia and islamophobia and Days” is the innovative methods it uses gender equality. With the emphasis on to bring the message across. Alternative opportunities that arise when ideas are approaches such as events held in the examined, the event provides a platform dark and in sign language, as well as for discussion of these ideas, thereby art forms such as cinema, music, channelling the energy of a large number exhibitions and installations are used of people and organisations involved in the during the event. fight for equality.

201070922_VU_AURORA_artwork_26102017.indd 12 26-10-17 14:49 INCREASING THE FEMALE PROPORTION OF PROFESSORS AT THE FACULTY OF PSYCHOLOGY University of Bergen - Research - Gender

Gender equality has always been a high priority issue in Norway. In a large part of the public sector efforts are made to ensure an equal representation 08 of men and women in top positions. The study of psychology at the University of Bergen has attracted a large number of female students (nearly 80 percent) and yet the proportion of female, full professors was only one in ten. The situation has changed drastically due to efforts made by the Office of the Dean.

INCREASING THE NUMBER OF that this time could be used to increase at the entire University (24 percent) FEMALE PROFESSORS AT THE their number of publications. and the Faculty of Mathematics and DIVERSITY AND EQUALITY AWARD FACULTY OF PSYCHOLOGY Natural Science (14 percent). The Office Currently, the number of female professors SUCCESS OF THE ENDEAVOUR of the Dean has played a pivotal role at the faculty of psychology is 21, It is therefore no chance that the number in increasing the number of female 13 translating to 47 percent. This significantly of female professors at the faculty of professors at the psychology faculty high percentage is brought about by psychology is so high in comparison which is clear from the numbers the activities initiated by the Office of to the number of female professors presented. the Dean. The Office has systematically encouraged female associate professors at the faculty to deliberately work towards a promotion to full professorship. This 2017 AURORA involved the need to increase their scientific contribution through research and publication, collaboration with international colleagues, and applying for research grants. The Office provided support to the female colleagues in this endeavour. Furthermore, the Office ensured that female colleagues were given extra time while on sabbatical, so

“This involved the need to increase their scientific contribution through research and publication, collaboration with international colleagues, and applying for research grants.”

201070922_VU_AURORA_artwork_26102017.indd 13 26-10-17 14:49 VU PRE-UNIVERSITY

COLLEGEVrije Universiteit Amsterdam - Education - Socio-economic

There are talented students in own secondary school teachers, making is enrichment for all participants. VU secondary education who do not it a small step for them to enrol in the students have the chance to become consider a university degree because programme, and if they participate student assistants and acquire professional they lack role models or access to actively they are provided a certificate. skills, VU teaches are given the opportunity information. Similarly, there may be The backbone of the organization of the 09to enhance the impact of their research by students who follow an educational project is a network of schools and reaching a new audience, and secondary path which is expected of them by the Vrije Universiteit (VU), consisting of school teachers work together with their environments, without ever coordinators from each school and the VU researchers in their own field and learn asking themselves whether this path project team. about recent trends and discoveries. In fits their own talents and ambitions. this way, all participants benefit from the ALL PARTICIPANTS BENEFIT project and contribute to a more diverse CHALLENGING SECONDARY Apart from the benefits for the school population at the VU. EDUCATION STUDENTS TO students, “VU Pre-University College” CONSIDER UNIVERSITY DIVERSITY AND EQUALITY AWARD “VU Pre-University College” offers these students of pre-university education a 14 programme of masterclasses, guidance in choosing a subject cluster in the senior stage of their secondary education, and lesson series which help them carry out their obligatory research project. For students who are the first in their family to go to university, a preparatory and 2017 AURORA invigorating course called “Be Prepared” is offered. The project thereby challenges curious and talented secondary school students in (the surroundings of) Amsterdam to discover their own interests and step into the world of the university.

SMALL STEP TO ENROL IN THE PROGRAMME The students are approached by their

“All participants benefit from the project and contribute to a more diverse population at the VU.”

201070922_VU_AURORA_artwork_26102017.indd 14 26-10-17 14:49 SENSITIVITY TO

DIVERSITYVrije Universiteit Amsterdam - Education IN - cultural, EDUCATION gender, disability, refugees, LGBT, socio-economic

The Vrije Universiteit (VU) in Amsterdam is a university in a globalized city and its student population is one of the most diverse in the Netherlands. The claim of successful diversity is often made on the basis of the mere ‘presence’ of students with diverse backgrounds. However, the presence of a diverse 09 student population does not automatically lead to an inclusive learning 10 environment in which these differences are valued and utilized. Instead, deliberate strategies that promote inclusion are necessary.

DELIBERATE STRATEGIES THAT PROMOTE INCLUSION AND DIVERSITY “The two-year project “Sensitivity The two-year project “Sensitivity to to Diversity in Education” at the Diversity in Education” at the VU was DIVERSITY AND EQUALITY AWARD aimed at contributing to a learning VU was aimed at contributing environment of inclusive excellence and to a learning environment of to prepare students for a professional inclusive excellence.” 15 future in a diverse society. The project consisted of three elements, integrated wherever possible, namely: development and implementation of training programs for faculty members; the screening and OFFERING A LEARNING innovation of the curriculum; and the ENVIRONMENT BASED ON INCLUSIVE development of a vision on diversity EXCELLENCE 2017 AURORA and education. Teachers, students, as In the coming years, “Sensitivity to well as administrators and directors of Diversity” will remain one of the core education were involved in the project. The principles of the University’s educational collaboration between these groups was policy. The project has already given essential for the realization of the project’s an important impetus in reaching the aims. Dialogues with students, for example, University’s goals to offer a learning are crucial in improving teaching and both environment based on inclusive the training program and the curriculum excellence. This is evident from the fact scan are possible places to begin this that the training is now one of the regular dialogue, or to take it to the next level. courses offered for teaching staff at the VU. Furthermore, as a result of the project, an e-handbook was developed for scanning curricula. The handbook, which also includes tools and good practices, is available online for all universities.

THE SENSITIVITY TO DIVERSITY IN EDUCATION PROJECT WAS NOMINATED FOR THE AURORA DIVERSITY AND EQUALITY AWARD 2017.

201070922_VU_AURORA_artwork_26102017.indd 15 26-10-17 14:49 PUTTING GENDER ON EVERYONE’S AGENDA University of Aberdeen - Campus - Gender

The University of Aberdeen (UA) has been committed to the Athena SWAN principles since 2011. The Athena SWAN Charter was established in 2005 ‘to encourage and recognise commitment to advancing the careers of women in science, technology, engineering, maths, and medicine (STEMM) employment in higher education and research.’ In 2012, the UA was awarded the prestigious 11 Athena SWAN bronze award for their ongoing commitment to this principle. In 2015 the charter was expanded to include work undertaken to address gender equality more broadly and not just restricted to women in STEMM. Therefore the self-assessment team, required for Athena SWAN, was revised to reflect the University’s commitment to gender equality for all staff and students.

TACKLING ISSUES IMPEDING GENDER INCREASING AWARENESS AND DIVERSITY AND EQUALITY AWARD EQUALITY UNDERSTANDING GENDER EQUALITY This new, so-called ‘Gender Equality The GESG, together with the departmental 16 Steering Group’ (GESG) assesses teams, have made a significant progress in quantitative and qualitative data to establishing gender equality. This is evident identify and investigate key issues with from, but not limited to, the progress regards to gender equality and develop made in relation to addressing the gender actions to address them. The GESG also pay gap, review of gender balance on has a responsibility to support university committees, review of promotion criteria, departments to achieve their gender and reviewed recruitment processes. 2017 AURORA equality aims. Moreover, recent surveys suggest that awareness and understanding of gender BUILDING A STRONG, GENDER equality efforts across the UA has EQUAL FOUNDATION increased from 41 percent in 2013 to 84 To build a strong, gender equal foundation, percent in 2016. the GESG requested all departments to assess how gender equal their departments are, where gender related barriers in career development may exist, and the reasons behind them. The data “The GESG also has a was shared with the GESG whose role responsibility to support it was to identify common issues across the University. The departments received university departments support from the GESG throughout this to achieve their gender process in the form of guidebooks and equality aims.” templates for school submissions and data analysis, monthly information sessions, workshops, and more.

201070922_VU_AURORA_artwork_26102017.indd 16 26-10-17 14:49 PUTTING WELLBEING AT THE HEART OF THE STUDENT AND STAFF EXPERIENCE University of Aberdeen - Campus - Disability

The University of Aberdeen (UA) has a long tradition of providing support to staff and students with disabilities. The UA works in close partnership with the Student Association (‘Association’) in addressing these issues. Both the UA 12“As a university and the Association noticed an increasing number of students seeking support community, the UA for mental health concerns and, with full support from senior management, a Mental Health Working Group (‘Group’) was established and tasked to explore is breaking down this issue and make recommendations for change. barriers, challenging stereotypes, and ADDRESSING MENTAL providing a voice to HEALTH CONCERNS those who require The group is composed of experts and support.” DIVERSITY AND EQUALITY AWARD academic and professional staff who have a key role in creating awareness and support on issues concerning 17 mental health and wellbeing. The group undertook an exercise across the Higher Education sector to ascertain how other universities responded to mental health and wellbeing. An internal evidence gathering exercise was also conducted. As a result, the group developed a ‘Mental 2017 AURORA Health and Wellbeing Strategy’ (‘Strategy’) which addresses mental health concerns and focuses on breaking down barriers and stigma related to these concerns.

ACTION AND ENGAGEMENT ACROSS THE UNIVERSITY The Strategy has been a catalyst for action and engagement across the UA. A key focus has been on prevention – encouraging staff and students to lead healthy, active lifestyles, but also to be aware of changes in others. Achievements qualified and experienced counsellors and triggered wider university discussion. include, but are not limited to: Mental expert online guidance. This is one of the key outcomes of the health first aid training completed by over initiative. As a university community, the 100 staff and students, weekly ‘lunchtime PROMOTING MENTAL WELLBEING UA is breaking down barriers, challenging mindfulness sessions’, and the launch of AND TRIGGERING DISCUSSION stereotypes, and providing a voice to those an ‘Employee Assistance Programme’ By proactively promoting mental who require support. which offers staff 24-hour access to wellbeing, the work of the UA has

201070922_VU_AURORA_artwork_26102017.indd 17 26-10-17 14:49 THE SETTING UP OF THE CENTRE ON GLOBAL MIGRATION: AN INTERFACE BETWEEN ACADEMIA, PUBLIC ACTORS, CIVIL SOCIETY, AND BUSINESS University of Gothenburg - Research - Integration, Migration, and Refugees

We are currently witnessing one of the biggest13 refugee crises si nce World War II. Millions of people are affected in this humanitarian crisis and the development of the refugee situation globally and in raises questions of how Sweden can react to the challenges and opportunities which arise. The answer of the University of Gothenburg (UGOT) to this issue has been the establishment of the Centre on Global Migration (CGM).

MULTIDISCIPLINARY CENTRE OF PROVIDING OPPORTUNITIES FOR EXPERTISE AND RESEARCH DIALOGUE AND COLLABORATION The CGM was established as a The CGM aims to provide opportunities multidisciplinary centre of expertise for dialogue and long-term collaboration DIVERSITY AND EQUALITY AWARD and research and is meant to serve as between researchers and decision makers an interface between academia, public on a local, national, and international level. 18 actors, civil society, and the business It also intends to develop interdisciplinary sector. It consists of researchers from research clusters, formulating and seven faculties and 16 departments, producing new directions for research on representing a broad spectrum of themes in relation to migration. Moreover, disciplines and professions. The CGM the centre has other aspirations such as gathers research regarding integration providing seed grants for interdisciplinary and migration within different subject research applications, organize 2017 AURORA areas, including anthropology, medicine, international research conferences and psychology, political science, history, law, workshops, promote multidisciplinary and economics. conversations among students and staff members towards improving and developing courses in the field of global migration, and develop a Master’s Programme in global migration. “Provide opportunities for dialogue and long-term INTERDISCIPLINARY collaboration between APPROACH AS ASSET The Centre actively engages in supporting researchers and decision and exploring forms for collaboration makers on a local, national, across disciplines as well as between researchers, civil society groups, and public and international level.” institutions. Its major distinctive feature and asset is its interdisciplinary orientation. Through this CGM seeks to fully grasp the complexities of mobility in a globalized world in ways that are relevant for local, national, and international governments, civil society, and the migrants themselves.

201070922_VU_AURORA_artwork_26102017.indd 18 26-10-17 14:49 DIVERSITY AND EQUALITY AWARD

19 2017 AURORA

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