diversity and equality award · university of aberdeen putting wellbeing at the heart of the...

DIVERSITY AND EQUALITY AWARD

2017 AURORA NETWORK INITIATIVES

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

COLOPHON

CONTACT INFORMATION AURORA PROJECTS

Chance Hoch 2 Evelyn Ziegler:[email protected] and Gabriele Spengler: [email protected]

OnTop Evelyn Ziegler:[email protected] and Gabriele Spengler:[email protected]

Trans and Gender Identity SupportRichard Harvey:[email protected]

Sports for BoysRichard Harvey:[email protected]

Student Tutoring Edith Piqueray:[email protected]

StuDream Khalid el Jafoufi:[email protected]

Equality DaysGudbjörg Linda Rafnsdóttir:[email protected]

Increasing the female proportion of professors at the Faculty of Psychology David Lackland Sam:[email protected]

VU Pre-University College Lidewij van Gils:[email protected]

Sensitivity to Diversity in Education Thea van Lankveld:[email protected]

Putting Gender on everyone’s agenda Rhiannon Thompson:[email protected]

Putting Wellbeing at the heart of the Student and Staff Experience Janine Chalmers:[email protected]

The setting up of the Centre on Global Migration an Interface between Academia, Public Actors, Civil Society and Business. Andrea Spehar: [email protected]

Editors: Karen van Oudenhoven-van der Zee and Neira BećarAuthor: Leila BećarGraphic designer: DHD CreativesPublished: November 2017, Amsterdam

LEGENDA

Education

Socio-economic

Disability

Campus

Gender

Comunication

Cultural

Research

General


Preface 4

Introduction 5

Chance Hoch 2 6University Duisburg-Essen

OnTOP 7University Duisburg-Essen

Trans and Gender Identity Support 8University of East Anglia

Sports for Boys 9University of East Anglia

Student Tutoring 10University of Antwerp

StuDream 11University of Antwerp

Equality Days 12University of Iceland

Increasing the female proportion of professors at the Faculty of Psychology 13University of Bergen

VU Pre-University College 14Vrije Universiteit Amsterdam

Sensitivity to Diversity in Education 15Vrije Universiteit Amsterdam

Putting gender on everyone’s agenda 16University of Aberdeen

Putting Wellbeing at the Heart of the Student and Staff Experience 17University of Aberdeen

The setting up of the centre on Global Migration: an Interface between Academia, Public Actors, Civil Society and Business 18University of Gothenburg

INDEX


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“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]

PROF. MR. DR. JAAP WINTER, PRESIDENT OF THE AURORA NETWORK.

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.

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.

PREFACE

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


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The Aurora Diversity Award

The objective of the annual Aurora diversity award is to identify and exchange good practices and to advance the Aurora network’s vision of equal opportunities for staff and students, creating a working and learning environment where different perspectives are explicitly valued, and to capitalize on the ability to generate creativity from different perspectives in teaching and in education.

The first edition of the Aurora Equality and Diversity Award has resulted in a total of 18 nominations from the participating partner universities. The jury consisted of five members, representing academic, supporting and administrative staff.

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 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 Essen2. StuDream, University of Antwerp3. Sensitivity to Diversity in Education, Vrije Universiteit Amsterdam

This publication includes a selection of the entries that were submitted for the award. The selection of projects aims to ensure a wide range of approaches to diversity and inclusion in research, education, HR and communication.

As a society, we’ve come a long way in ensuring diversity and equality for everyone; minority groups enjoy rights and freedoms which would have been unthinkable in the past. This did not happen spontaneously, it was brought on by the efforts of committed individuals such as those whose projects are described in this publication. No one will dispute the fact that, despite all the efforts that we have made, there still is a long road ahead. May this publication of initiatives by Aurora partners serve as an inspiration for everyone committed to promoting diversity and inclusion in higher education.

INTRODUCTION


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01

in the form of a monthly allowance. The support during the initial phase of the study at the UDE, or within the University Alliance Ruhr, is given through seminars, workshops, and more. Personal counselling as well as a monthly scholarship are also provided in the first year of study.

INCREASING THE NUMBER OF STUDENTS GOING TO HIGHER EDUCATIONThe goal of the project is to increase the number of children from non-

CHANCE HOCH 2

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” supports gifted young students by delivering special assistance before and during their education at the University of Duisburg-Essen (UDE). The assistance 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 programme and accompanied over a total period of three years, covering the final two years at school and the first year of study. During the years in school, the pupils receive support through mentoring, seminars, coaching, participation in events, and more. In addition, there is financial support

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-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.

University Duisburg-Essen - Education - Socio-economic

“The goal of the project is to increase the number of children from non-academic families going on to higher education.”

academic families going on to higher education. The success of the project is demonstrated by the fact that almost all participants from the first groups have successfully passed the higher education entrance qualifications and most of them now study at UDE. Other participants have already completed their Bachelor’s degree and are planning to enrol in a Master’s programme. Moreover, a large number of participants were involved in voluntary work while still at school, thereby making their contribution to society a valuable one.

CHANCE HOCH 2 WAS PROCLAIMED THE WINNER OF THE AURORA DIVERSITY AND EQUALITY AWARD 2017.


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02ONTOPDue to a lack of formal accreditation of their degrees many migrants and refugees in Germany with a foreign academic education cannot make the most of their potential and abilities. “OnTOP”, a qualification programme at the University of Duisburg-Essen (UDE), deals with this issue and offers a possibility for migrants and refugees with a foreign academic degree to obtain an equivalent German academic degree (Bachelor or Master).

HELPING MIGRANTS AND REFUGEES MAKE THE MOST 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 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

University Duisburg-Essen - Education - Cultural

programme. The programme consists of three major components: technical qualification in the respective subject, methodological knowledge, and German language education. The participants take conventional study courses at the University and also receive target-specific training and professional coaching. Furthermore, accompanied by peer mentors who serve as role models, the participants are motivated and inspired to capitalize on the knowledge accrued through the programme. Finally, “OnTOP” enables its participants to build up professional networks with potential employers by arranging target-oriented workshops and events.

BRIDGE TO EMPLOYMENTThe first students began the programme in 2015/2016 and in October 2017 the fifth cohort will be admitted. The success of the programme is visible from the fact that it has helped the participants to fulfil their goals and set promising and ambitious objectives for the future. The programme and the acquired equivalent German degree clear the way to full recognition and function as a bridge to employment, thus enabling foreign graduates to participate more fully in society.

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


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03staff, demonstrating that the University aims to be a place where people can be themselves. The second key element is the creation of guidance documents for staff and students which provide signposting and guidance for those considering, or

TRANS AND GENDER IDENTITY SUPPORT

SUPPORTING STAFF AND STUDENTS TRANSITIONING GENDERThe project has several key components and the first one is that the University now offers a wider range of gender identity options for both students and

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 beyond 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.

University of East Anglia - Communication -Trans and Gender Identity

who are part way through, transitioning gender. The third key element is the provision of gender neutral toilets across campus. The final element, which is ongoing, has been staff training. These sessions are conducted using interactive 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 PROGRAMMEThe 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.”


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04SPORTS FOR BOYS

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 problems in English Higher Education.

ACCESS TO UNIVERSITY THROUGH SPORTS “Sports for Boys” (S4B) aims to overcome this problem by encouraging working class boys to engage in Higher Education by providing access to university through sports, namely; fencing, archery, rock climbing, and judo. Specially trained male students, known as “ambassadors” are given the opportunity to talk about student life and promote the benefits of higher education.

PROVIDING MALE ROLE-MODELSThe “S4B” project brings groups of up to 32 boys from Year 7 (ages 11 to 12) from schools from disadvantaged areas to spend a day at the University of East Anglia (UEA). The day consists of a rotation through demonstrations of the four sports, a tour of the University, and motivational talks by the ambassadors about their experiences at the UEA. Subsequently, a follow up programme is designed which uses specially trained ambassadors, the “S4B Champions”. The Champions visit the schools in Years 9, 10, and 11 to further motivate the children. By setting the project up this way, “S4B” aims to capture the student’s attention early, to counter the negative perceptions of university, and to provide positive male role-models to look up to.

University of East Anglia - Education - Socio-economic

UNIVERSITY ISN’T ALL BORING, SOME OF IT IS FUNThe success of the programme is demonstrated by the outcomes of earlier years. A large majority of the boys found the event very useful and almost all boys would recommend “S4B” to a friend. They commented that they learned a lot about university. Among the comments was ‘university isn’t all boring, some of it is fun’ and that ‘sport is important and going to UEA is a good thing for you later in life’. Thus, “S4B” aims to provide young boys a starting point to equip themselves with knowledge and skills they need to thrive in society.

“A large majority of the boys found the event very useful and almost all boys would recommend “S4B.”


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05Dutch speaking refugees have additional problems understanding the classes in school due to their poor Dutch language proficiency. Therefore a specific tutoring programme for refugees is integrated within the student tutoring project, focusing on Dutch language skills through cross-curricular study guidance.

TUTORS AND TUTEES POSITIVELY INFLUENCING EACH OTHERThe tutees involved in the programme gain more self-confidence, an increase of motivation, study skills, and better study results. The tutors benefit from the programme as well because they obtain coaching and social skills. The programme thus helps both the tutors and tutees make positive changes in their life by helping each other.

STUDENT TUTORING

MOTIVATING HIGH RISK PUPILS TO CONSIDER HIGHER EDUCATION“Student tutoring” is a project in which students from the Antwerp University Association (AUHA) voluntarily engage in giving after school education to high risk pupils in secondary education in Flanders. The goals of the project are to improve the pupils’ current position and to motivate them to consider higher education. These goals are achieved through study guidance, helping the pupils with the subject matter and study skills, and social support in the form of motivation and building their self-confidence.

TUTORING PROGRAMME FOR REFUGEEThe increasing influx of refugees has created new challenges for the student tutoring programme because non-

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 speaking, have a migration background, school delay, low socio-economic status, and low degree of education and employment within the family.

University of Antwerp - Education -Socio-economic

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


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0605 STUDREAMThe 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 migration background. Lack of proper study methods, approach, involvement, 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 ‘Mahara’. As a student association Mahara admits the fact that their impact can be significant, especially in cooperation with 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, “StuDream” serves as an inclusive centre where future students and first-year students can be helped.

INCLUSIVE WORKING METHOD“StuDream” has an inclusive working method and operates as a neutral centre without a direct link to a specific framework or background. The project makes the potential of all efforts more efficient and promotes equality between the students. It advances their role models on social media, on the campuses of the University, and in high school. “StuDream” also collaborates with the UA in a more inclusive and structural way whereby the University facilitates the mentorship and offers their expertise.

University of Antwerp - Education - Cultural

OUTCOME OF THE PROJECTBecause of its bottom-up strategy and the large number of engaged members, Mahara created an opportunity where collaboration with the University can result in a structural model where the role models and experts can continuously support the students who need it the most. The project is still in progress and the first results are expected in September 2019.

“ Mahara admits the fact that their impact can be significant, especially in cooperation with the University.”

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


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07SUCCESS OF THE EVENT“Equality Days” works insofar as it helps bring about increased awareness of gender and diversity issues within the University. Topics of the event have included: gender mainstreaming in academia and islamophobia and gender equality. With the emphasis on opportunities that arise when ideas are examined, the event provides a platform for discussion of these ideas, thereby channelling the energy of a large number of people and organisations involved in the fight for equality.

EQUALITY DAYS

HIGHLIGHTING EQUALITYThe project combines the many dimensions of equality, feminism, and diversity while examining power structures, privilege, and discrimination. While retaining a critical perspective on the issues, there is also an air of festiveness around the event. The aims of the project include opening up a discussion and increasing public understanding and knowledge on equality. “Equality Days” is also a platform for co-operation between staff and students at the University of Iceland, and in recent years the event has included a partnership with other universities in Iceland.

INNOVATIVE METHODSWhat’s most interesting about “Equality Days” is the innovative methods it uses to bring the message across. Alternative approaches such as events held in the dark and in sign language, as well as art forms such as cinema, music, exhibitions and installations are used during the event.

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 alongside more general events.

University of Iceland - Campus -Gender and diversity, including cultural, disability and LGBT

“What’s most interesting about “Equality Days” is the innovative methods it uses to bring the message across.”


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08INCREASING THE FEMALE PROPORTION OF PROFESSORS AT THE FACULTY OF PSYCHOLOGYGender 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 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 FEMALE PROFESSORS AT THE FACULTY OF PSYCHOLOGY Currently, the number of female professors at the faculty of psychology is 21, translating to 47 percent. This significantly high percentage is brought about by the activities initiated by the Office of the Dean. The Office has systematically encouraged female associate professors at the faculty to deliberately work towards a promotion to full professorship. This 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

University of Bergen - Research - Gender

that this time could be used to increase their number of publications.

SUCCESS OF THE ENDEAVOURIt is therefore no chance that the number of female professors at the faculty of psychology is so high in comparison to the number of female professors

at the entire University (24 percent) and the Faculty of Mathematics and Natural Science (14 percent). The Office of the Dean has played a pivotal role in increasing the number of female professors at the psychology faculty which is clear from the numbers presented.

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


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09is enrichment for all participants. VU students have the chance to become student assistants and acquire professional skills, VU teaches are given the opportunity to enhance the impact of their research by reaching a new audience, and secondary school teachers work together with researchers in their own field and learn about recent trends and discoveries. In this way, all participants benefit from the project and contribute to a more diverse population at the VU.

VU PRE-UNIVERSITY COLLEGE

own secondary school teachers, making it a small step for them to enrol in the programme, and if they participate actively they are provided a certificate. The backbone of the organization of the project is a network of schools and the Vrije Universiteit (VU), consisting of coordinators from each school and the VU project team.

ALL PARTICIPANTS BENEFITApart from the benefits for the school students, “VU Pre-University College”

There are talented students in secondary education who do not consider a university degree because they lack role models or access to information. Similarly, there may be students who follow an educational path which is expected of them by their environments, without ever asking themselves whether this path fits their own talents and ambitions.

CHALLENGING SECONDARY EDUCATION STUDENTS TO CONSIDER UNIVERSITY“VU Pre-University College” offers these students of pre-university education a 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 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 PROGRAMMEThe students are approached by their

Vrije Universiteit Amsterdam - Education - Socio-economic

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


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1009 SENSITIVITY TO DIVERSITY IN EDUCATIONThe 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 student population does not automatically lead to an inclusive learning 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 to Diversity in Education” at the VU was aimed at contributing to a learning environment of inclusive excellence and to prepare students for a professional 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 innovation of the curriculum; and the development of a vision on diversity and education. Teachers, students, as well as administrators and directors of education were involved in the project. The collaboration between these groups was essential for the realization of the project’s aims. Dialogues with students, for example, are crucial in improving teaching and both the training program and the curriculum scan are possible places to begin this dialogue, or to take it to the next level.

Vrije Universiteit Amsterdam - Education - cultural, gender, disability, refugees, LGBT, socio-economic

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

OFFERING A LEARNING ENVIRONMENT BASED ON INCLUSIVE EXCELLENCEIn the coming years, “Sensitivity to Diversity” will remain one of the core principles of the University’s educational policy. The project has already given an important impetus in reaching the University’s goals to offer a learning environment based on inclusive excellence. This is evident from the fact that the training is now one of the regular 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 two-year project “Sensitivity to Diversity in Education” at the VU was aimed at contributing to a learning environment of inclusive excellence.”


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11INCREASING AWARENESS AND UNDERSTANDING GENDER EQUALITYThe GESG, together with the departmental teams, have made a significant progress in establishing gender equality. This is evident from, but not limited to, the progress made in relation to addressing the gender pay gap, review of gender balance on committees, review of promotion criteria, and reviewed recruitment processes. Moreover, recent surveys suggest that awareness and understanding of gender equality efforts across the UA has increased from 41 percent in 2013 to 84 percent in 2016.

PUTTING GENDER ON EVERYONE’S AGENDA

TACKLING ISSUES IMPEDING GENDER EQUALITYThis new, so-called ‘Gender Equality Steering Group’ (GESG) assesses quantitative and qualitative data to identify and investigate key issues with regards to gender equality and develop actions to address them. The GESG also has a responsibility to support university departments to achieve their gender equality aims.

BUILDING A STRONG, GENDER EQUAL FOUNDATIONTo build a strong, gender equal foundation, 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 was shared with the GESG whose role it was to identify common issues across the University. The departments received support from the GESG throughout this process in the form of guidebooks and templates for school submissions and data analysis, monthly information sessions, workshops, and more.

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 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.

University of Aberdeen - Campus - Gender

“The GESG also has a responsibility to support university departments to achieve their gender equality aims.”


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12PUTTING WELLBEING AT THE HEART OF THE STUDENT AND STAFF EXPERIENCE

ADDRESSING MENTAL HEALTH CONCERNSThe group is composed of experts and academic and professional staff who have a key role in creating awareness and support on issues concerning 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 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 UNIVERSITYThe 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 include, but are not limited to: Mental health first aid training completed by over 100 staff and students, weekly ‘lunchtime mindfulness sessions’, and the launch of an ‘Employee Assistance Programme’ which offers staff 24-hour access to

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 and the Association noticed an increasing number of students seeking support for mental health concerns and, with full support from senior management, a Mental Health Working Group (‘Group’) was established and tasked to explore this issue and make recommendations for change.

University of Aberdeen - Campus - Disability

qualified and experienced counsellors and expert online guidance.

PROMOTING MENTAL WELLBEING AND TRIGGERING DISCUSSIONBy proactively promoting mental wellbeing, the work of the UA has

“As a university community, the UA is breaking down barriers, challenging stereotypes, and providing a voice to those who require support.”

triggered wider university discussion. This is one of the key outcomes of the initiative. As a university community, the UA is breaking down barriers, challenging stereotypes, and providing a voice to those who require support.


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13PROVIDING OPPORTUNITIES FOR DIALOGUE AND COLLABORATIONThe CGM aims to provide opportunities for dialogue and long-term collaboration between researchers and decision makers on a local, national, and international level. It also intends to develop interdisciplinary research clusters, formulating and producing new directions for research on themes in relation to migration. Moreover, the centre has other aspirations such as providing seed grants for interdisciplinary research applications, organize international research conferences and workshops, promote multidisciplinary 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.

INTERDISCIPLINARY APPROACH AS ASSETThe Centre actively engages in supporting and exploring forms for collaboration across disciplines as well as between researchers, civil society groups, and public 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.

THE SETTING UP OF THE CENTRE ON GLOBAL MIGRATION: AN INTERFACE BETWEEN ACADEMIA, PUBLIC ACTORS, CIVIL SOCIETY, AND BUSINESS

MULTIDISCIPLINARY CENTRE OF EXPERTISE AND RESEARCHThe CGM was established as a multidisciplinary centre of expertise and research and is meant to serve as an interface between academia, public actors, civil society, and the business sector. It consists of researchers from seven faculties and 16 departments, representing a broad spectrum of disciplines and professions. The CGM gathers research regarding integration and migration within different subject areas, including anthropology, medicine, psychology, political science, history, law, and economics.

We are currently witnessing one of the biggest 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 Sweden 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).

University of Gothenburg - Research - Integration, Migration, and Refugees

“Provide opportunities for dialogue and long-term collaboration between researchers and decision makers on a local, national, and international level.”


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