Equality Plan of Oulu University of Applied Sciences (Oulu UAS) 2016- 2018 – Students RECTOR’S DECISION 6.10.2016 § 77 English translation of the document ”Oulun ammattikorkeakoulun (Oamk) tasa-arvo- ja yhdenvertaisuussuunnitelma 2016–2018 – Opiskelijat”
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Equality Plan of Oulu University of Applied Sciences (Oulu UAS) 2016-2018
– Students
RECTOR’S DECISION 6.10.2016 § 77
English translation of the document ”Oulun ammattikorkeakoulun (Oamk) tasa-arvo- ja yhdenvertaisuussuunnitelma 2016–2018 – Opiskelijat”
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 2
Contents
1 BASIS OF EQUALITY WORK .................................................................................................................... 4
1.2 Act on Universities of Applied Sciences .......................................................................................................................... 5
1.4 Strategic guidelines of Oulu University of Applied Sciences ........................................................................................... 6
1.5 The results of the part concerning equality of the student survey ................................................................................... 7
1.6 Gender segregation and age distribution in Oulu UAS .................................................................................................... 8
2 THE GOALS OF EQUALITY WORK IN OULU UAS ................................................................................... 10
2.1 Accessibility of study environment ................................................................................................................................. 10
2.1.1 Accessibility of physical environment ............................................................................................................... 11
2.1.2 Accessibility of social environment................................................................................................................... 13
2.1.3 Accessibility of psychic environment ................................................................................................................ 14
2.2 The preventation of discrimination on the basis of gender identity and gender expression .......................................... 14
2.3 The advancement of internationality, multi-culturalism and multi-lingualism ................................................................. 16
3 DOCUMENTS, WORK GROUPS AND CONTACTS RELATED TO EQUALITY ............................................. 19
3.1 Documents related to equality ....................................................................................................................................... 19
3.2 Working groups dealing with equality ............................................................................................................................ 23
3.3 The contacts for students in equality issues .................................................................................................................. 25
4 MONITORING AND ASSESSMENT OF EQUALITY WORK IN OULU UAS .................................................. 27
1.4 Strategic guidelines of Oulu University of Applied Sciences
According to the strategy of Oulu UAS 2017–2020 (Board of the Oulu University of Applied Sciences, 2016) the vision of Oulu
UAS is to be the leading, multi-disciplinary and international University of Applied Sciences of the northern Finland. From the
strategic guidelines at least the following create foundation to the equality and non-discrimination planning: investing in the
quality of teaching, making the studies more flexible and diversifying the study methods, intensifying of study counseling,
advancement and making use of digitalization and investing in internationalization. These guidelines have been mentioned in
the strategy as following:
– Attractive and quality teaching is ensured through continuous development and the region-serving research,
development and innovation activity is being strengthened by investing in chosen strategic focus area.
– Studies are being sped up and made more flexible by increasing the amount of blended learning courses and
programs, by enabling year-round studying and by intensifying study counseling.
– The internationalization of Oulu UAS ensures readiness required by the globalizing working life and the
internationalizing population structure. Internationalization is advanced through collaboration with working life and by
providing a sufficient amount of teaching in the English language.
– The development related to the advancement of digitalization and making use of it, and guided by the eKampus-
concept, aims at broad effectiveness in the development of renewing University of Applied Sciences’ teaching and the
ways of organizing education.
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Also other guidelines and the values, mission and chosen strategic areas of the strategy and the implementation of the strategy
are presented in the strategy of Oulu UAS.
1.5 The results of the part concerning equality of the student survey
In the year 2016 a student survey was carried in which feedback of the support services was asked. Answering choices of
“Other” and “I don’t want to define” were added in addition to “Woman” and “Men” in the choices of the student survey’s part
concerning background information and gender. The meaning of adding these choices was to signal that in Oulu UAS all
genders are accepted. The amount of respondents selecting the choices was 1,85 % of all respondents. The total amount of
respondents in the survey was 2375.
The survey was included with a specific part for equality-related questions which were related to the experiences of inequality
and harassment and awareness of equality-related services. The part also included a section for freely written answers about
other possible concerns or observations that might need measures and betterment and are related to equality.
The attachment 1 is a webropol-report of the answers from the equality part of the survey but with the freely written answers
removed. However, a summary of the main themes found in the written answers is compiled in this chapter and the main
themes are presented in more detail in the attachment 1. The emerged issues from the written answers have been included if
the specific issue has been mentioned at least two (2) times. In the next part of the chapter the compiled summary of results is
presented.
When asking Have you ever been in a situation of inequality in the university community, most answers were “No I have not”
(89,64 %). Five most commonly mentioned reasons to be in a situation of inequality were “Other reason”, “Opinion”, “Age”,
“Gender” and “Learning difficulties”. The respondents who chose ”Other reason” described that they had experienced getting
into a situation of inequality, among other things, because of the following reasons.
– The difference in treatment of students
o Students who have been accepted to the University of Applied Sciences through other ways than
the national joint application system, as for example students who gained a degree students status
through open university studies or transfer students.
o Students who are studying as a blended learning students, distance student or other different ways
with the help of a personalized study plan
Inequality in for example information and communication, guidance and counseling and
in being included in a student group
Possibilities for watching lectures and getting study material after the lectures
o Favoring students
o An unequal treatment towards certain background based on working life or educational
experience, as for example students with a background in vocational education were valued more
than students with a background in Finnish high school education
o Usage of different teaching methods; all students should not be imposed to a single model of
learning
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– Taking into account the different situations in life
o Persons living in another municipality
o Persons with their own family
More choices for distance studying and considering these persons’ special needs in the
planning of study time tables
– Difficulties concerning grouping with other students and social relationships
When asking In what situations or issues you have faced inequality, most respondents had chosen the answer “I have not
observed any inequality in any situation” (79,92 %). Five (5) most common answers related to unequal situations or issues were
“In teaching situations”, “In group works”, “In study group”, “In the assessment of study attainments” and “In practical training”.
Almost all respondents had answered “I have not” (98,86 %) to the question Have you experienced sexual or gender-based
harassment. Small part of the students had experienced this either practiced by the staff (0,51 %) or by students (0,84 %).
For the question If you notice inequality or sexual or gender-based harassment are you aware of who or what to contact, most
answers were “I think I know” (44,13 %). The choice “No I don’t” was chosen second most (35,58 %) and “Yes I have” least
(20,29 %).
The freely written answers for the question A matter or other remark related to equality, which needs measures or betterment of
the situation, was answered by 182 respondents. The following main themes of the answers has been presented:
– Teachers should treat all students equally – The assessment should be similar for everyone – Taking into account the different situations of lives – Equality in teaching and counseling – Creating a good study environment for everyone – Equal treatment of women and men – Overall attitude towards the advancement of equality and non-discrimination – Related contact information clearly presented
The emerged themes from the student survey results are handled in for example different work groups and they are developed
according to the feedback.
1.6 Gender segregation and age distribution in Oulu UAS
A survey of the gender segregation and age distribution in different degree programmes is part of the planning of equality and
non-discrimination. The gender segregation tables can be found as Attachment 2. The tables are used to review the gender
segregation with which is meant the segregation and unbalance of genders in education. With gender segregation is meant the
student choices and placements in different study fields. The gender segregation tables are used to survey the amount of
female students in different study fields. Also the amount of male students could have been used as well. The tables provide
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information about the segregation of genders in different study fields and this information can be used to make conclusions and
plan measures to make the segregation smaller.
The amount of women has been decreasing in average in the degree programs meant for young students (2012–2014) and
day-time programs (2015). The amount of female adult students (2012–2014) and women in the blended learning programmes
(2015) have been in average bigger than the amount of male students. The differences between study fields have been
presented in more detail in Attachment 2.
Because the amount of adult students and students in blended learning programs is clearly smaller, the review of the gender
segregation is more rationally done by reviewing the young and the day-time programs. The gender segregation considering the
young and day-time students in their study fields is clear. The study fields of technology, transportation and natural sciences are
male-dominated. The study fields of health, social and sports sciences are instead female-dominated. Also the study fields of
media and performing arts and renewable natural sciences and environment have more women than men. The greatest
decrease in gender segregation has happened in the study fields of social sciences, business and administration. The amount
of women studying in different study fields considering also the blended learning –based programs and adult students are
described in the Attachment 2. The information can be used for example to promote study fields by paying attention to gender-
neutrality; no study field should show itself as favoring a certain gender.
The age distribution tables are also presented in the Attachment 3. They provide information about the students’ age and in
which study fields of Oulu UAS they are studying in. The average age of day-time students (2015) is 23,6 and for blended
learning –based programs (2015) 31,2. The study field specific age averages are found from the tables in Attachment 3. The
information provided by the tables can be utilized among other things in marketing orienting and by taking it into considering in
the development of curricula, forms of teaching and the student admission. Student’s age shall not cause the student a feeling
of solitariness or to experience discrimination.
Oulu UAS cannot directly influence applicants of difference age and gender to apply for studies in Oulu UAS but the aspiration
is to create equal possibilities for all students to study in spite of gender or age of the student. Equal treatment considering the
gender or age should also be part of teaching and other activities of Oulu UAS. These themes emerged also from the student
survey’s results.
The Ministry of Education and Culture of Finland supports universities of applied sciences’ and research universities’ equality
work by, among other things, monitoring the equality plans and their implementation and developing the statistics related to
gender. The equality of gender issues has been one of the focus areas of external evaluation of education during 2012–2015.
(Government action plan for gender equality 2012–2015.) At the moment, the Finnish Government is preparing a new action
plan for equality.
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2 The goals of equality work in Oulu UAS
The goals of the equality work in Oulu University of Applied Sciences are
– to promote equal treatment and non-discrimination of all students in spite of gender, age, ethnic or national origin,
nationality, language, religion or conviction, opinion, political and labor union activity, family, health, disability, sexual
orientation or any other personal trait, and to prevent discrimination based on gender identity or gender expression
(Section 8 of the Non-Discrimination Act 1325/2014; and Sections 7 and Section 6, Chapter C of the Act Amending
the Act on Equality between Women and Men 1329/2014)
– to survey the situation of equality of Oulu UAS
– to plan and implement the needed measures for the advancement of equality
– evaluate the realization of the measures and results included in the previous equality plan (Section 5, Chapter A of
the Act Amending the Act on Equality between Women and Men 1329/2014)
– to provide guidelines for the implementation of equality work and practices
– to increase awareness of equality work
The following chapters present in more detail three of main goals, which give new direction for the equality work. The goals are
based on the previously presented updated legislation, strategy of Oulu UAS, information provided by the gender and age
distribution tables and Oulu UAS’ student survey 2016. The main goals are: the accessibility of the study environment,
preventing discrimination based on gender identity and gender expression and the advancement of internationalization,
multiculturalism and multilingualism. The implementation of equality work requires that the guidelines and communication work
properly. Also, the plan shall be updated and follow national guidelines.
2.1 Accessibility of study environment
Accessibility in the definition of comprehensive access to services or education is often used as a synonym and besides
accessibility in the meaning of absence of grounds for disqualification. The latter can be seen as a part of the more
comprehensive definition of accessibility. Accessible university environment is an environment where every member of the
university community is able to function and participate equally with others in spite of their characteristics. Accessibility includes
the idea of environment being accessible for different people as much as possible. The university environment can be divided
into three elements: physical, social and psychic. Physical environment refers to buildings, study materials, study methods and
equipment. Social environment refers to the knowledge, skills and attitudes of the members of the community. Psychic
environment refers to respecting diversity as a strength on the university level. (Ministry of Education and Culture, 2012.)
The Finnish Ministry of Education and Culture has published a report (2012) considering accessibility in higher education, which
examines the situation and development of accessibility in research universities and universities of applied sciences. Oulu
University of Applied Sciences took part in the report. On the basis of the results the clearest development areas emerged as
strengthening of the strategic planning related to accessibility and development of the pedagogical skills of the teaching staff
towards providing good study possibilities for different students. One clear development area is also seen in electronic and
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digital communication, which is still in many ways inaccessible. The results show that universities are focusing especially to the
advancement of accessibility in teaching and counseling. For example, the special arrangements of entrance and other exams
are found to be at decent level, but there are still challenges in taking into account students with dyslexia and students
struggling and coping with mental health issues. Problems with dyslexia and learning are also present in Oulu UAS and in
addition to before mentioned, also the cases of concentration difficulties have increased. OUAS plans to execute an
accessibility report on all of its main campuses. The goals related to accessibility, described below, have been formed according
to the report published by Finnish Ministry of Education and Culture.
2.1.1 Accessibility of physical environment
Goals and measures
– Advancement of the accessibility of the physical built environment
– Inclusion of aid equipment and facilities as part of the equality planning
People with reduced possibilities for mobility should be taking into account by checking and, if needed, increasing following
things: banisters and support handles, wide corridors and accessible routes, for example doorsteps, slopes and possibilities of
using an elevator and door automatism. An evaluation is also made in class rooms. Each campus must have clear signs of the
passages. Also the lighting, ergonomics and sound environment should be purpose-built (among other things considering the
usage of an induction loop). Oulu UAS has an on-going survey for possible changes in the premises of the university. At the
same time the accessibility of the premises of the study environment is also noted.
– Taking care of the accessibility of the digital communication
Communication, signs and guidelines for students must be multi-channeled and clear. The contents of the Student Intra Oiva
are being developed to advance the equality between students so that all the information needed by students are provided in
both English and Finnish. As the communication and information is gradually moving to internet locations and to digital form, the
accessibility of the electronic information channels must be taken into consideration. Attention is paid to the accessibility of
internet-based study environments, the webpage content accessibility guidelines (for example http://www.esok.fi/esok-
hanke/kaytannot/viestinta/html) for creating webpages and the adaptability possibilities of webpages for different senses and
support equipment including the equipment for visually impaired and the possibility to listen the contents of webpages.
E-learning and e-counseling are being developed in Oulu UAS among other ways with Online student counselling project. In
spite of distance or life situation, equal possibilities of counseling and guidance should be ensured for example to students in
blended learning -programs and to applicants. In the Online student counselling project, the aim is to find new solutions for the
betterment of the accessibility of students’ counselling and guidance services in different phases of studies. Also several
guidelines and guidebooks are made into the form of video material for Oulu UAS’ website. Video material is excellent as
counseling and guidance material not dependent on place or time from the perspective of different kind of learners and the
equal accessibility of services (for example dyslexia or distance students and students in blended learning –programs and
Screening/selection procedure for orientation studies, teaching in the Open University of Applied Sciences, separate studies including parts from a degree, admission of a separate right to study, transfer student selection, continuing education or education aimed students with immigrant background
Educational Departments, Student Services
Rector
Procedural instructions for enrolment Student Services, OSAKO Rector
The right to study including the returning of a right to study, extension period, separate right to study and the registration of resignation
Educational Departments, Student Services, OSAKO
Rector
The goals of study parts included in the degrees and pedagogical teacher training program
Educational Departments, Student Services
Rector
Orientation options, the width of parts of degrees, curricula and study course descriptions, assessment of prior studies and learning
Educational Departments, Student Services
Rector
Decisions on the fees required for professional specialization studies, open university studies, studies that include parts of degree programs and made-to-order education
Educational Departments, Student Services
Rector
The standing order of the Degree Board Administration, Educational Departments, Student Services, OSAKO
Board of Oulu UAS
The procedure for the approval of personal study plan (HOPS) Educational Departments Rector
Students’ language requirements in special situations, release from language requirements and the language of the maturity test
Educational Departments, Student Services, International Services
Rector
The approval procedure of degrees, and the form and signing of degree certificates and its appendices
Student Services, International Services, Communication Services
Rector
Decisions concerning the form and signing of degree certificates and their appendices awarded for professional specialization studies, open university studies, studies that include parts of degree programs and other education
Educational Departments, Student Services, International Services, Communication Services
Rector
Written amendment considering a student admission decision and a resignation decision (Code of practice for the procedure of amendment process)
Educational Departments, Student Services
Rector
Table 5. Equal treatment related to the Degree regulations
The University of Applied Sciences Act (Section 31 of the 932/2014) secures student the right to a safe study environment.
University of Applied Sciences may adopt a bylaw or other statutes to promote internal order, the accessible success of
studying and the safety and pleasantness of the community of University of Applied Sciences. In the Table 6 the Rules and
Regulations of the Oulu University of Applied Sciences document is presented (Board of Oulu UAS, 2015b), which states that
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the responsibility of good behavior belongs to everyone in Oulu UAS. Harassing, insulting or threatening behavior is forbidden in
all activities. Unsuitable behavior can for example seen as an activity that threatens the general order or an activity,
discrimination or bullying that refers to violence, or physical or verbal threatening and plagiarizing other’s work as own or other
study-related deceit. The Rules and Regulations of the Oulu University of Applied Sciences also includes parts related to
general safety in more detail.
Document Perspective to Equality Preparation Decision
Rules and Regulations of the Oulu University of Applied Sciences, Board of Oulu UAS‘s Decision 9, 14 April 2015.
Ensuring the general safety, work and study pleasantness and advancing equal treatment
Director of Premises and Security
Board of Oulu UAS
Table 6. Equal treatment of students according to the Rules and Regulations of the Oulu University of Applied Sciences
According to the Assessment Procedure for Study Attainment (Rector, 2015b) the assessment is equal, trustworthy,
developmental and encouraging (more in table 7). The purpose of the UAS Bachelor’s degree student assessment framework,
among other things, is to make the treatment of students clearer (Rector, 2010). The purpose of the assessment of prior
learning is to support student’s motivation, create a meaningful study path, avoid overlapping studying and to advance the
progression of the student’s studies. The guidelines of the assessment of prior learning are being updated according to Act in
the year 2016.
Document Perspective to Equality Preparation Decision
Assessment Procedure for Study Attainment, Rector’s decision 78, 29 June 2015.
The realization of the assessment, for example assessment frameworks, assessment criteria for the theses, assessment of prior learning (ASL, in Finnish: AHOT), procedure for a suspected deceit situation
Educational Departments, Student Services, OSAKO
Rector
Table 7. The equal treatment of students according to the Assessment Procedure for Study Attainment.
In the Table 8 the quality handbook about the quality system of Oulu UAS, ”Oamkin tapa toimia” is presented. The policy
guideline is that the possibilities of how a student can influence the University of Applied Sciences’ community will be
strengthened. According to this policy, a student feedback system has been established, that is common for all educational
departments and that consists of a broad student survey, study feedback gathered from all study courses and an employability
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Document Perspective to Equality Preparation Decision
Oamkin tapa toimia –document (to be published in 2016)
The students, on a regular basis, give feedback through the broad student survey and the feedback gathered in study courses.
Study Affairs Planning Officer, Director of Development (student survey)
Head of the Degree Programme, Teachers, Study Affairs Planning Officer (feedback gathered in study courses)
Degree Program Teams, Directors of Education and RDI, Head of the Degree Programme (student survey)
Directors of Education and RDI, Head of the Degree Programme (feedback gathered in study courses)
Table 8. The equal treatment of students according to the Oamkin tapa toimia –document.
Oulu UAS wants to prevent student’s use of intoxicant substances and to intervene in the harmful use of intoxicants. The
documents presented in the table 9 include the most relevant legislative parts and guidelines related to student’s harmful use of
intoxicants or suspicion of use (Director of Study Affairs, 2016a & Rector, 2016). Also the Rules and Regulations of the Oulu
University of Applied Sciences include a section Intoxicants and Smoking (Section 4). In OuluUAS attention is paid to the
realization of equality and non-discrimination in teaching and study counseling. The study counseling plan “Opintojen
ohjaussuunnitelma” supports students’ possibilities to finish their studies and makes the transition to work life easier (Director of
Study Affairs, 2016b).
Document Perspective to Equality Preparation Decision
Intervention is caring – Intervention in students’ harmful use of intoxicants –document Director of Study Affairs, 23 May 2016
Operating instructions when harmful use of intoxicants by students is suspected
Study counsel-lors, Student welfare groups of the Oulu UAS
Director of Study Affairs
Procedures and solutions to deal with unsuitability for studying –document Rector’s Decision 32, 25 April 2016
Organizing a safe study environment The governing team of Student Services, Heads of the Degree Programmes in Health and Social care, AMOK, OSAKO
Rector
The study counselling guidelines of Oulu UAS, Director of Study Affairs, 23 May 2016
Every student has the right to study counseling services
Study counseling is student-based and based on the student’s individual need for counseling
Study counseling is confidential
Campus Study Counselors, OSAKO, The governing team of Student Services
Director of Study Affairs
Table 9. The equal treatment of students according to the documents ”Intervention is caring – Intervention in students’ harmful use of
intoxicants”, “Procedures and solutions to deal with unsuitability for studying” and ”Oamkin opintojen ohjaussuunnitelma – the study
counselling guidelines of Oulu UAS”.
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3.2 Working groups dealing with equality
The working groups deal with issues according to the case at hand. First contact in student feedback related to equality issues
can be for example the Degree Programme Teams and feedback surveys.
The Table 10 includes working groups that plan, execute, follow-up, evaluate and develop the equality and non-discrimination of
Oulu UAS’ students. Working groups include one or more student representatives. OSAKO nominates the representatives of
students to the Board of Oulu UAS, university organs according to the Section 4 of the Act on Universities of Applied Sciences
(932/2014) and to the Student Financial Aid Board according to the Section 9 of the Act on Student Financial Aid (16/1994).
Student representatives may bring up issues for discussion for example to the working group dealing with equality.
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Work group Tasks
Degree Programme Teams
The pedagogical development of curricula and teaching, study counseling and learning
The monitoring the quality and effectiveness of the degree programme
The processing of the student feedback and organizing feedback events
Participation to other pedagogical development
Producing information and reporting
Student Financial Aid Board
Equal treatment of students according to
The Act on Student Financial Aid
The Ordinance on Student Financial Aid
The Bylaw of the Student Financial Aid Board and
The Standing Instruction and the Procedural Instruction of the Student Financial Aid Board
Student welfare groups
The development of students’ and study community’s welfare as multidisciplinary co-operation
To advance the physical, psychic and social accessibility of studying to reach equality
To coordinate and plan the preventative welfare work in the campus
To process students’ and student group’s issues that have raised concerns and to propose measures to solve them
To prepare guidelines for every day practices to take students’ diversity into account and to agree upon special arrangements
To inform and if needed, to organize training related to study welfare related issues
Co-operation with the Study Psychologist, Student Healthcare, the safety and crisis preparedness groups and the student associations.
To participate to the preparation of surveys related to student welfare, to process the results and to prepare possible measures for further action
Working group of Study Counsellors
To develop issues related to equality and non-discrimination as for example accessibility
Governing Team of Student Services
Student Recruitment, study planning, study counseling, approval of degree
The preparing work, implementation, guidance and informing of decisions related to study affairs
Follow-up and keeping statistics of study affairs and the reporting on operational goals
Internationalization coordination working group
Agreeing upon the common practices and instructions of student and internship exchanges and abroad exchange criteria
Informing about the possibilities for exchange (partner universities, practices related to application, grants etc.)
Providing equal possibilities for international student and internship exchange for all students (for example supporting students with families and other students in need of special specific support)
To advance the possibility for all new students starting their studies in the Autumn 2016 to do studies in English language for 30 study credit as part of their curriculum
The internationalization at home for students and staff, openness and positive atmosphere for internationalization and multiculturalism
To produce as good services related to international issues as possible for both out-going and incoming students
Systematic evaluation and monitoring of exchange periods already realized
The handling of problem and crisis situations related to international exchange periods
Cooperation Advisory Board
To act accordingly as a legislative Equality Committee
To advance equality in Oulu UAS
Table 10. The equality work is planned, executed, followed up, evaluated and developed by working groups and the tasks of the groups.
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3.3 The contacts for students in equality issues
The table presents contact information in the order of an example of how an issue might proceed. Nevertheless, issues proceed
individually and each contact can be contacted in any possible case related to equality or non-discrimination. The Table 11
includes the contact information in equality issues for Oulu UAS students. Also, the working groups presented in the Table 10
may act a contact which deals with equality issues.
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 26
Contact Issue or practice related
Student Union OSAKO
OSAKO’s Student Representatives
OSAKO’s Harassment Contact Persons
Student Tutors
The Student Representatives nominated by OSAKO bring up the students’ perspective to the decision making of the University of Applied Sciences and equality-related issues to working groups
A student who is experiencing harassment or discrimination can contact Harassment Contact Persons trained by OSAKO
Student Tutors act as peer tutors for other students and students with special needs and collaborate with employees responsible of student counselling, and bring up students’ perspective to the studies in the University of Applied Sciences.
Director of Education and RDI, Head of the Degree Programme, Teacher, Teacher Tutor
The student feedback system
Study feedback from all study courses
Annual Student Survey Personal or group discussions dealing with for example preventation, handling and removing of unequal treatment
Study Counselling Services of Oulu UAS
International Coordinator, International Planning Officer, A representative of an international partner university
University Sports of Oulu
Head and other employees of Student Services
Campus Study Counsellor, Study Counsellor
Study Psychologist
Teacher Tutor
Online counselling services
Personal or group discussions dealing with for example preventation, handling and removing of unequal treatment
Services for students, outside Oulu UAS
Student Healthcare
Chaplaincy University Services
Personal or group discussions dealing with for example preventation, handling and removing of unequal treatment
Degree Board of Examiners The handling of rectifications related to study attainments. Study attainments also include the rectification requests related to decisions of approval of prior studies. (Sections 15, 19 and 57 of the Act on Universities of Applied Sciences 932/2014.)
Rector Among other things,
Responsible of the main tasks written in Oulu UAS’ strategy and the coordination and effectiveness of Oulu UAS
Deals with the amendments related to student selection and students’ amendments related to the loss of rights to a study place
Board of Oulu UAS
Among other things,
Decides upon the main goals, strategy and coordination of the University of Applied Sciences
Approves the main rules of procedure, other similar rules and regulations considering general order and activities, and decides upon the organization chart of the Oulu UAS
Decides the amount of intake of new students
Table 11. Contacts of students considering equality issues.
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4 Monitoring and assessment of equality work in Oulu UAS
The measures of the previous Equality Plan for informing, instruction and timeliness of the plan and the measures related to the
language policy programme have realized and they are still currently partially applied. Many channels are being used in the
communication of equality work. The Equality Plan is also translated into English, as will also be newsletters, materials and
documents related to equality work.
The realization of equality work is followed up and evaluated in the presented working groups annually. Emerged equality-
related issues are handled case by case in an appropriate working group and according to the procedures of the group. The
issues at hand may be transferred forward for example to the Degree Programme Teams or through other working groups or
contacts. Possible development needs are reported to the Governing Team of Study Services. If needed, the team will take the
issues to the administration of Oulu UAS and updates the Equality Plan according to the recognized development needs every
third year. The preparatory work of updating the plan is done in collaboration with students and staff.
The realization of the equality work is monitored and assessed also through student surveys and feedback. A student survey
aimed at the degree students of Oulu UAS is arranged annually. Surveys focusing on a specific theme are kept short to keep
the respondent percentage at a good level. The feedback given by the students is handled in Degree Programme Teams,
executive teams of educational departments and the executive team of Oulu UAS.The measures that are agreed upon will be
reported and their realization will be monitored. Feedback events are organized about the impact of previous feedback and the
results are presented also to the employees in workplace meetings.
As a main rule, student feedback is gathered from all study courses. The feedback is gathered through an anonymous feedback
form in the student intra Oiva. The statistical conclusions drawn from the feedback can be published in the intra working space
of the study course with the comments of the teacher. Semester-timescale conclusions are published in the student intra Oiva
and staff intra Heimo. The feedback is handled both in the development discussions between the teacher and the supervisor
and in the meetings of Degree Programme Teams.
The results of the Annual Student Survey of 2016 are presented in the chapter 1.5 and on the basis of its results development
targets and goals have been brought up. The results of the survey are handled in the support services of Oulu UAS and in the
degree programmes. Development targets and measures emerged from the student feedback are reported in the working
groups. In regard of international affairs, the survey had a specific part, and according to it, the services are assessed and
developed. The results are also handled in the working group of international coordination, which includes also a student
representative. Also other service units are developed according to the feedback received.
This plan has been created in the cooperation with Student Services, Student Union OSAKO, Educational Departments (study
counsellors, health and safety representative), International Services and representative of Quality and Resource Planning
during the academic year 2015-2016. These persons have been asked comments in the different parts of creating the plan. The
plan has been handled in two or more member meetings, such as the Working Group of Study Counsellors, Governing Team of
Student Services, OSAKO’s working groups and Cooperation Advisory Board. The plan increases awareness of, among other
things, the prohibition of discrimination and the practices and contacts when discrimination is met. In the plan new perspectives,
goals and development targets to advance equality and non-discrimination are presented. The realization of the goals is taken
into account in the next plan.
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 28
References
Act Amending the Act on Universities of Applied Sciences 257/2015
Act Amending the Act on Universities of Applied Sciences 325/2015
Act on Equality between Women and Men 1329/2014
Act on Universities of Applied Sciences 932/2014
Board of Oulu University of Applied Sciences. 2015a. Minute 9, 14 April 2015
Board of Oulu University of Applied Sciences. 2015b. Minute 11, 16 March 2015
Board of Oulu University of Applied Sciences. 2016. Minute 10, 10 February 2016
Director of Study Affairs of the University of Applied Sciences. 2016a. Decision 23 May 2016
Director of Study Affairs of the University of Applied Sciences. 2016b. Decision 23 May 2016
Government action plan for gender equality 2012-2015. 2015. Final report. Helsinki: Ministry of Social Affairs and Health. Sosiaali-ja terveysministeriön raportteja ja muistioita 2015/1. Referred to 5.4.2016.
Hitaasti, mutta varmasti? Saavutettavuuden edistyminen yliopistoissa ja ammattikorkeakouluissa 2000-luvulla. 2012. Helsinki: Ministry of Education and Culture. Opetus- ja kulttuuriministeriön julkaisuja 2012/10. Referred to 5.4.2016. http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2012/liitteet/okm10.pdf?lang=fi.
Korkeakoulujen kansainvälistymisstrategia 2009–2015. 2009. Helsinki: Ministry of Education. Opetusministeriön julkaisuja 2009/21. Referred to 5.4.2016. http://www.minedu.fi/OPM/Julkaisut/2009/Korkeakoulujen_kansainvalistymisstrategia_2009_2015.html.
Non-Discrimination Act 1325/2014
Rector of the University of Applied Sciences. 2010. Decision 133, 2 June 2010
Rector of the University of Applied Sciences. 2015a. Decision 30, 8 April 2015
Rector of the University of Applied Sciences. 2015b. Decision 78, 29 June 2015
Rector of the University of Applied Sciences. 2016. Decision 32, 25 April 2016
Student Financial Aid Act 65/1994
Tietopaketti sukupuolen moninaisuuden huomioimisesta oppilaitoksille, työpaikoille ja viranomaisille. 2015. Helsinki: Ministry of Social Affairs and Health. Sosiaali- ja terveysministeriön raportteja ja muistioita 2015/22. Referred to 5.4.2016. http://urn.fi/URN:ISBN:978-952-00-3583-9.
Yhdenvertaisuussuunnittelun opas. 2010. Ministry of the Interior. Sisäasiainministeriön julkaisu 2010/10.
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 29
Appendix
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 30
Liite 1: Opiskelijakysely 2016 – Tasa-arvo
(1/5)
TAUSTAKYSYMYKSET
1. Monesko lukuvuosi (mukaan lukien kuluva lukuvuosi) sinulla on menossa läsnä olevana nykyisessä tutkinto-ohjelmassasi?
Vastaajien määrä: 2375
2. Mikä on sukupuolesi?
Vastaajien määrä: 2375
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 31
Opiskelijakysely 2016 – Tasa-arvo LIITE 1
(2/5)
TASA-ARVO
3. Oletko joutunut korkeakouluyhteisössä eriarvoiseen asemaan?
Vastaajien määrä: 2375
Avoimet vastaukset: Olen, muun syyn vuoksi, minkä? (Näitä käsitelty tekstissä luvussa 1.5.)
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 32
Opiskelijakysely 2016 – Tasa-arvo LIITE 1
(3/5)
4. Millaisessa tilanteessa tai asioissa olet kohdannut eriarvoisuutta?
Vastaajien määrä: 2375
Avoimet vastaukset: Muussa yhteydessä, missä?
5. Oletko kokenut seksuaalista tai sukupuoleen perustuvaa häirintää korkeakouluyhteisössä?
Vastaajien määrä: 2375
6. Jos kohtaat tasa-arvoon liittyvää eriarvoisuutta tai seksuaalista tai sukupuoleen perustuvaa häirintää, niin tiedätkö keneen tai
mihin tulee olla yhteydessä?
Vastaajien määrä: 2375
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 33
Opiskelijakysely 2016 – Tasa-arvo LIITE 1
(4/5)
7. Tasa-arvoon liittyvä asia tai muu huomio, joka vaatii toimenpiteitä tai tilanteen parantamista.
Vastaajien määrä: 182. Vastauksista on koottu seuraavia teemoja:
Opettajien tulisi kohdella opiskelijoita tasavertaisesti
– Opiskelijoiden suosiminen pois – Pohjakoulutuksesta tai työkokemuksesta riippumatta – Iästä tai elämäntilanteesta riippumatta – Sukupuolesta riippumatta – Mielipiteestä riippumatta – Kulttuuritaustasta riippumatta – Tutkinto-ohjelman laajuudesta riippumatta – Harjoitteluun liittyvissä epäoikeudenmukaisuuksissa – Hyväksiluvuissa – Ryhmätöissä – Poissaoloissa – Huomioida erilaiset ja eritasoiset oppijat – Huomioida erilaista opintopolkua hopsin mukaan kulkevat opiskelijat – Huomioida vaihto-opiskelijat ja muut kansainväliset opiskelijat
Arviointi kaikille samanlaiseksi
– Arviointikriteerit o Ryhmätöissä o Opintojaksoilla
– Valintakriteerit
Eri elämäntilanteiden huomioiminen opiskelussa
– Perheelliset – Ikä – Avoimen, erilisen ja siirtohakujen kautta tulevat – Monimuoto-opiskelijat – Etäopiskelijat – Aikuisopiskelijat – Työssäkäyvät – Vaihto-opiskelijat – Syrjäytymisvaarassa olevat – Oppimisvaikeuksia omaavat – Erilaiset kulttuuritaustat
o Erilaiset koulutustaustat o Erilaiset osaamisen tasot
Missä asioissa?
– Tiedotus – Vaihtoehtoiset opiskelu/oppimismuodot – Lukujärjestykset ja aikataulut tietoon aikaisemmin – Luentojen ja materiaalien saatavuus etukäteen ja/tai jälkikäteen – Luennot ja/tai materiaalit verkkoon – Joustavuus opinnoissa ja harjoittelussa esim. poissaolot perheenjäsenen sairastumisen vuoksi – Ryhmäytyminen myös verkossa
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 34
Opiskelijakysely 2016 – Tasa-arvo LIITE 1
(5/5)
Opettamisen ja ohjauksen tasapuolisuus
– Syrjintä esimerkiksi vakaumuksiin liittyen ei saa näkyä opetuksessa tai opettajan puheessa – Tasapuolisuus ryhmätöiden tehtävänjaossa ja arvioinnissa – Erilaisten oppimistyylien huomioiminen opetusmuodoissa – Opettajien pätevyys ja laadukkuus – Opetuksen laatu – Vaihtoehtoisten suoritustapojen tarjoaminen – Erityisopetuksen ja tukitoimien käyttäminen – Sähköisten opetusmenetelmien kehittäminen ja käyttö – Opetusmateriaalien saavutettavuus – Ohjaus tunneilla tulisi olla tasapuolista – Erilaisiin henkilökohtaisiin opintopolkuihin (hops) ohjausta ja organisointia – Kaikille opiskelijoille tasavertainen mahdollisuus päästä opintopsykologille
– Naisten ja miesten eriarvoinen kohtelu pois – Naisopiskelijoiden aliarvostaminen pois – Naisten ja miesten epätasa-arvoinen tai stereotypinen erottelu ei saa näkyä opetuksessa tai opettajan puheessa – Miehet ja naiset soveltuvat yhtä hyvin kaikille aloille, alakohtainen erottelu pois – Nais- ja miesopiskelijoita opiskelemaan kaikille aloille
Yleiset asenteet tasa-arvon ja yhdenvertaisuuden edistämiseksi
– Asennekasvatusta opiskelijoille ja henkilökunnalle kaikkien tasa-arvoisesta kohtelusta – Yhtenäiset säännöt ja sopimukset tutkinto-ohjelmissa – Erilaisen sukupuoli-identiteetin tai sukupuolen ilmaisun huomioiminen – Englannin kielen taito ja käyttö korkeakoulussa luonnolliseksi myös henkilökunnalle – Eri kulttuuritaustoista tulevien sekoittaminen ryhmässä suotavaa – Pyrkimys saada kaikki mukaan, vähentää ulkopuolisuuden tunnetta – Luokan ilmapiiri – Opettaja-opiskelijasuhteen ja opiskelija-opiskelijasuhteen kunnioittaminen ja molemminpuolinen arvostaminen – Opiskelijoiden ja opettajien yhteistyökyky – Kiusaamista ei saa esiintyä yhtään – Syrjintään, häirintään ja kiusaamiseen puuttuminen
Yhteystahot selvästi esille
– Häirintätapauksissa – Tasa-arvoon ja eriarvoisuuteen liittyvissä tapauksissa – Jos havaitsee jonkun tarvitsevan apua
EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU UAS) 2016-2018 – STUDENTS :: 35