EUA focus group, hosted by the University of Lille – Human & Social Sciences, 24 November 2017.

1. Universities’ approaches &
strategies towards diversity &
inclusiveness
EUA focus group, hosted by the University of Lille –
Human & Social Sciences, 24 November 2017
1© EUA 2017

2. 2
• Established in 2001
• Non-governmental membership
organisation
• More than 800 individual university
members
• 34 National Rectors’ Conferences Members
• 47 countries
• Independent voice of the university sector
• Forum for exchange, peer learning for
members
Brief Profile of EUA

3. 3
What does diversity mean?
Gender
Socio
economic
background
Ethnic
origin
Age
Educational
background
Health/physical
/psychological
condition
….

4. 4
Diversity & inclusiveness - why this topic?
- Changing labour markets and increasing demand for highly skilled people
- Continued massification & internationalisation of higher education
- European societies are becoming more diverse
- Influx of refugees of the past years
 Impact on student body & staff
 Question about the role of universities with regard to social inclusion

5. 5
Source: OECD Employment Outlook 2017
Changing labour markets – increased
need for highly skilled labour

6. 6
Higher education and social inclusion
• Adults with a tertiary degree are 10 percentage points more likely to be employed, and will
earn 56% more on average than adults who only completed upper secondary education.
• They are also the first to recover from economic downturns: employment rates for young
adults with tertiary degrees have returned to pre-crisis levels, while rates for those who did not
complete upper secondary education are still lagging behind.
Source: OECD Education at a glance 2017
 Calls for equal access to higher education

7. 7© EUA 2017
Policy discussions
Bologna Process:
“The diversity of students accessing, participating and completing Higher Education should reflect the
diversity of our populations.”
Renewed EU agenda for higher education (May 2017):
“Higher education must play its part in facing up to Europe’s social and democratic challenges. This
means that higher education is inclusive, open to talent from all backgrounds”.
EC Communication on European Education Area (November 2017):
“[…] we must seize the opportunity and make sure education and culture are the drivers for job
creation, economic growth, social fairness and ultimately unity.” (EC President Juncker)

8. Impact on enrolement
Source: EUA Trends 2015, p. 65
8

9. 9Source: EUA Trends 2015, p. 61
A more diverse student body – changes 2010-15

10. 17,1%
17,2%
19,1%
27,8%
38,9%
46,2%
40,9%
36,8%
59,7%
52,8%
45,5%
41,7%
30,1%
35,1%
14,6%
12,8%
11,1%
7,9%
11,9%
10,9%
6,6%
6,6%
4,5%
4,1%
There are special courses in social engagement
Students can earn credits through participation in civic/social
engagement initiatives
Social engagement is integrated into the study programmes
(internships with NGOs, community engagement, etc.)
Social inclusion is considered in the learning and teaching practice
(diverse classroom)
Social inclusion is key priority of our institutional strategy
The institution encourages student initiatives on civic/social
engagement
Yes To some extent/ in parts of the institution No No information/ not applicable
Trends 2018. Question 28: At your institution, does inclusiveness and social engagement have any impact on learning and teaching? Please
select one option per line. (n=288)
Impact on learning and teaching

11. Academic staff
11
Despite positive evolution in academic staff positions,
in most countries women represent less than half of
the workforce.

12. Academic staff
12
As women progress through a
typical academic career path, they
become increasingly
underrepresented compared to
men, although the figures slightly
improved between 2007-2013.

13. Refugees
Good practices in refugee inclusion?
• NOT quantity
• Evidence based
• Practice tested
• Sustainable
• Collaborative
• Transferable
• Strategic, linked to the university mission
• Overarching

14. 14
• Explore the topic and understand how universities frame it
• Facilitate a European discussion and identify common issues
• Provide a space for peer learning and exchange for members
• Find out about concrete institutional strategies and practices that go beyond
single projects and take a more comprehensive approach
Aims of the focus group

15. 15
Questions for discussion:
Drivers: Why do you think it is important for your institution to deal with issues of diversity and
inclusiveness? Is there a national policy about it?
Strategy: How does your institution deal with diversity and try to foster inclusiveness in a strategic
way? What are the goals?
Main activities: what are you concretely doing? Please briefly illustrate a concrete project/activity.
Challenges: what are the particular challenges/barriers you are facing with regard to the
implementation of your strategy?
Burning question: what would you like to know from the other participants?

16. 16
Sources:
European Commission, 2015, She Figures: Gender in Research and Innovation, Brussels.
European Commission, 2017, Eurydice Brief Modernisation of Higher Education in Europe: Academic
Staff 2017, by Crosier D. et al. (Brussels).
European University Association (EUA), 2015, Trends 2015: Learning and Teaching in European
Universities, by Sursock A. (Brussels, EUA).
European University Association (EUA), 2018, Trends 2018, forthcoming (Brussels, EUA).
OECD (2017), OECD Employment Outlook 2017, OECD Publishing, Paris.

17. Anna-Lena Claeys-Kulik ǀ Policy Coordinator
@AnnaLenaKulik
anna.lena.kulik@eua.be
17