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What is the Diversity and Inclusion Hub of European University Alliances? We are a Topical Group at FOREU4ALL. 

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What is the Diversity and Inclusion Hub of European University Alliances? We are a Topical Group at FOREU4ALL. 

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https://www.foreu4all.eu/community-of-practice-and-topical-group

Read it here more about the idea: https://enhanceuniversity.eu/diversity-hub/

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Diversity and Inclusion Hub - ENHANCE Alliance

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Diversity and Inclusion Hub of European University Alliances Welcome to the Diversity and Inclusion Hub of European University Alliances! As part of the ENHANCE Alliance’s commitment to fostering inclusion, diversity and equity (IDE), the Hub is the place to share knowledge, inspire solutions and explore across European universities. The hub is open for all European […]

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ENHANCE Alliance - Diversity & Inclusion Survey

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ENHANCE Alliance - Diversity & Inclusion Survey

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EUSurvey is an online survey-management system built for the creation and publishing of globally accessible forms, such as user satisfaction surveys and public consultations.

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ENHANCE Guidelines for bias-aware selection processes 

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ENHANCE Guidelines for bias-aware selection processes 

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ENHANCE SUPPORT PACK FOR SUSTAINABLE ENTREPRENEURSHIP AND INNOVATION

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ENHANCE SUPPORT PACK FOR SUSTAINABLE ENTREPRENEURSHIP AND INNOVATION

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Diversity and Inclusion in Sustainable Entrepreneurship and Innovation in ENHANCE

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This ENHANCE concept promotes diversity and inclusion as core values in Sustainable Entrepreneurship and Innovation, providing an interactive support pack with tools, exercises, and resources to foster collaborative, socially and environmentally responsible practices.

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What can you find here?

1) Guidelines

2) Tools

3) Self-assessment checklists

4) Surveys

5) any kind of public resource that can be used by other alliances as well

All European University Alliances work on the topics of Diversity and Inclusion as cross-cutting topics. We do not want to reinvent the wheel. That's why sharing existing resources is important. And this also increases the impact of the alliances' public outputs.

Any questions?

Contact Melih Özkardes from ENHANCE Alliances who chairs the Diversity and Inclusion Hub. melih.oezkardes@enhanceuniversity.eu

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Enlight Alliance - Impact Self-Assessment 

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Enlight Alliance - Impact Self-Assessment 

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About us

IMPACT is at the core of the mission of the European University Alliance ENLIGHT and, as such, one of its main objectives is to promote an impact-based culture both within and beyond ENLIGHT universities. This includes the promotion of a model of good practice of impact-directed management and the integration of impact across Higher Education, Research and Innovation activities.

The University Research Impact Awareness, Literacy and Readiness self-assessment toolkit is one of a number of project outputs of the ENLIGHT research impact team to achieve these objectives. It is specifically designed for universities, both within and beyond the ENLIGHT network, who wish to explore their research impact potential.

In the context of the ENLIGHT project, we understand impact as the effects or changes that we can see (demonstrate, measure, capture) beyond academia (on society, economy, environment, etc.) which happen because of an activity in the higher education environment. Read more.

Please contact us here.

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Is your University Impact Ready? Enlight Toolkit for Self-Assessment of Universities Research Impact Awareness, Literacy and Readiness

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EUt+ Inclusive Language Characteristics across alliance

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EUt+ Inclusive Language Characteristics across alliance

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EUt+ (Inno-EUt+) Educator Handbook for designing inclusive entrepreneurship courses in higher education

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EUt+ (Inno-EUt+) Educator Handbook for designing inclusive entrepreneurship courses in higher education

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This handbook was created by EUt+ partners under parallel EIT Climate-KIC project Inno-EUt+. It was translated into the 8 languages of the partnership for use locally by Entrepreneurship educators. Here is the English language version used by TU Dublin. It also exists in Latvian, Romanian, Bulgarian, German, Spanish, French and Greek. The handbook is one pillar of an 'inclusive entrepreneurship educator network' created to collaborate, share practice and learn from each other.

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Good practice review on Access and Widening Participation (AWP).

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Good practice review on Access and Widening Participation (AWP).

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This document collected 2 good practices from each EUt+ partner on AWP plus some global good practices. It's a public document for sharing created in early 2022.

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Disciplines

5.3 EDUCATIONAL SCIENCES

Abstract

The requirement to transform higher education institutions (HEIs) to become inclusive entrepreneurial entities is underpinned by policy and by changes over past decades on the role and linkages of universities to their environment. This paper aims to understand how HEIs are transforming as inclusive entrepreneurial entities using the European University of Technology (EUt+) as a case in practice. The study draws on a conceptual framework developed by O'Brien, Cooney and Blenker (2019) for expanding university entrepreneurial ecosystems to under-represented communities. The framework is used to identify points of decision and action as well as to identify tools and instruments that can capture data as EUt+ progresses. The contribution of this paper provides firstly, a preliminary insight into how EUt+ as a European University Alliance is progressing as an inclusive entrepreneurial HEI and secondly, progresses the O'Brien, Cooney and Blenker (2019) framework from conceptual to practice, in particular on monitoring and evaluation of the inclusive entrepreneurial HEI.

DOI

https://doi.org/10.21427/EG8N-VZ59

Recommended Citation

McQuillan, D. et al. (2022). Re-imagining higher education institutions as inclusive entrepreneurial entities: the case of the European University of Technology In Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion, Technical University of Sofia, Sozopol, Bulgaria, 1-3 September. DOI: 10.21427/EG8N-VZ59

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Re-Imagining Higher Education Institutions as Inclusive Entrepreneurial Entities: the Case of European University of Technology (EUt+)

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The requirement to transform higher education institutions (HEIs) to become inclusive entrepreneurial entities is underpinned by policy and by changes over past decades on the role and linkages of universities to their environment. This paper aims to understand how HEIs are transforming as inclusive entrepreneurial entities using the European University of Technology (EUt+) as a case in practice.

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Disciplines

5.3 EDUCATIONAL SCIENCES

Abstract

This report gives recommendations to higher education institutions and policymakers to address issues of equality, diversity and inclusion within the Higher Education sector. The report draws on discussions and papers in the 2nd international conference on equality, diversity and inclusion of the European University of Technology. The conference (RISE 2022) addressed issues of re-imagining higher education through equity, inclusion and sustainability and was hosted by Technical University of Sofia in Sozopol, Bulgaria between 1-3 September 2022.

DOI

https://doi.org/10.21427/5bm9-pr84

Recommended Citation

McQuillan, D. (2022). Re-imagining higher education through equity, inclusion and sustainability: policy report. In Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion, Technical University of Sofia, Sozopol, Bulgaria, 1-3 September. doi:10.21427/5bm9-pr84

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Re-imagining Higher Education through Equity, Inclusion and Sustainability: Policy Report

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This report gives recommendations to higher education institutions and policymakers to address issues of equality, diversity and inclusion within the Higher Education sector. The report draws on discussions and papers in the 2nd international conference on equality, diversity and inclusion of the European University of Technology.

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Abstract

A concern for inclusivity has become a strategic planning of higher education institutions throughout Europe. The purpose of this A key mechanism through which this concern for inclusivity can be realised is through an approach to processes of curriculum design and teaching practice that are informed by the core commitments of critical pedagogy. The purpose of this paper is to reflect on the extent to which seminars organised around the themes of inclusivity successfully enacted a critical pedagogical approach in each of our respective contexts. Our paper reflects on our experiences organising and engaging in these seminars with the view to offering 'lessons learned' for future seminars within EUt+.

Recommended Citation

Henry, S., Pashia, E., Ciupe, A., Pavlova, Y., & Velichkova, R. (2022). The seminar as a site of critical pedagogy: progressing equity, diversity, and inclusion across EUt+. In Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion, Technical University of Sofia, Sozopol, Bulgaria, 1-3 September. doi:10.21427/m3pr-9p26

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The Seminar as a Site of Critical Pedagogy: Progressing Equity, Diversity, and Inclusion Across EUt+

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A concern for inclusivity has become a strategic planning of higher education institutions throughout Europe. The purpose of this A key mechanism through which this concern for inclusivity can be realised is through an approach to processes of curriculum design and teaching practice that are informed by the core commitments of critical pedagogy.

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Supporting Educators Towards More Inclusive Design of Entrepreneurship Courses

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This paper explores inclusive entrepreneurship course design across European universities. Drawing a sample of six cases across five universities the paper adopts a multiple case study research design to explore how educators are supporting the Missing Entrepreneurs according to the OECD definition (women, people with disability, refugees and migrants, young people and seniors). The findings show interesting and innovative pedagogical approaches to emerge by analogy and replication. The paper provides empirical and practical contribution for educators in terms of developing entrepreneurship courses according to the principles of universal design for learning drawing on needs of the Missing Entrepreneurs. The Paper further contributes to a more focused approach for educators who want to target entrepreneurship programmes and support specific underrepresented groups, such as female entrepreneurs, people with a disability, the youth and seniors as case studies are explained

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Disciplines

5.3 EDUCATIONAL SCIENCES

Abstract

This paper provides a comparative analysis of gender equality figures between women and men for the partners of the European University of Technology (EUt+) alliance. A baseline template was developed appropriate for higher education institutions and influenced by categories of data collected for the 'She' survey. Results for a baseline year of 2019-20, and for some categories 2020-21 are illustrated in the paper. It is notable that average distribution hides significant variations between the eight institutions and these are explained. Notwithstanding, the trends are similar to the 'She' Figures and CESAER observations on technology universities. The proportion of women declines significantly at the top level suggesting clearly a glass ceiling for career progression. The paper also gives insight on challenges collecting this data across the EUt+ partners that can be grouped into cultural challenges that recognises how discriminatory practices differ across countries as defined in the 2023 OECD index, structural challenges whereby legislative and privacy interpretations and sources of data can be different across countries, and also technical challenges whereby reporting systems and definitions may differ across countries. The baseline data discussed in this paper provides evidence for a starting point of EUt+ collaboration towards supporting women's careers and more balanced student representation and governance.

DOI

https://doi.org/10.21427/1q9r-4t94

Recommended Citation

Galligan, Y., Velchikova, R., and McQuillan, D. (2022). Challenges of data collection for equality between women and men: the EUt+ alliance case.. In Re-imagining higher education through equity, inclusion and sustainability (RISE). Proceedings of the 2nd. EUt+ International Conference on Equality, Diversity and Inclusion, Technical University of Sofia, Sozopol, Bulgaria, 1-3 September. doi:10.21427/1q9r-4t94

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Challenges of Data Collection for Equality Between Women and Men: the EUt+ Alliance Case

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This paper provides a comparative analysis of gender equality figures between women and men for the partners of the European University of Technology (EUt+) alliance. A baseline template was developed appropriate for higher education institutions and influenced by categories of data collected for the 'She' survey.

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Working with the Intercultural Competence in Higher Education as a Path Towards Inclusion: a Practical Example from EUT+

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The UNESCO defines the concept of interculturality as “the existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect,” according to the article 4.8 of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions.3 A derivative of this concept would be ntercultural awareness,” which can be defined as the conscious understanding, free of clash, of he fact that people from different cultures have different values. In contrast to interculturality, which accepts and assimilates ways of living and thinking from different cultures, multiculturality simply refers to juxtaposed cultures that coexist in a single environment, though not exposed to partial assimilations among them.
This paper focuses on a recent experience carried out within the EUT+ frame, a pilot project based on interculturality and German as a foreign language that could be transferred to the rest of partners on a larger scale in the future. Entitled “DACADU: Interkulturelles Projekt,” the project has included students of German of three different universities (Darmstad, Dublin and Cartagena) with language levels ranging from A1 to C1. The initiative is inspired in a “logbook” recently published by the Bundeszentrale für Politische Bildung, an official organism that works for the effective integration of migrants in Germany. The logbook teaches young migrants not only through language, but also by means of allowing the two cultures of the participants (the one left behind, and the new one) blend and interact with the help of a variety of activities that encourage self-reflection, discussion, and language awareness itself.
Developed during the second term of the 2021-2022 academic year, this paper discusses the different phases of the project, with special attention to: a) the nature of the tasks/topics assigned and the materials produced; b) the sequencing of the project; c) the evaluation tools designed, aimed both at measuring the degree of satisfaction among students and related issues (motivation, learning enhancement, raise of awareness), and the improvement in the acquisition of language and intercultural content. All in all, the experience provides a practical example of how to deal with inclusive practices in Higher Education through language learning and interculturality.

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Rights

info:eu-repo/semantics/openAccess

Abstract

This paper will present the case of the XR VR project team within the European University of Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual reality (VR) approach to help students and staff overcome language and cultural barriers in international mobility. The aim of the project ultimately is to enhance the experience of physical student mobility and to ensure international opportunities for students are more inclusive. As research on the problem is still in progress, the team found themselves constructing their own understanding of designing for inclusiveness in the project. This paper presents the case through a qualitative case study methodology involving reflective journals of project participants, a focus group discussion and documentary analysis connected to the project. The findings from the study show how the understanding of 'inclusiveness' is constructed through social interactions and consequently how designing for inclusiveness in digital projects in education is a journey influenced by evolving meanings. Our study makes important contributions to the students with disability literature and technology in education literature.

DOI

https://doi.org/10.21427/pcjn-th81

Recommended Citation

McQuillan, D. et al. 2021. Designing for inclusiveness in EdTech projects: the case of the European University of Technology's XR VR team. CIUD:V Congreso Universidad y Discapacidad, Madrid, Spain, October 20-21, 2022. doi:10.21427/pcjn-th81

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Designing for Inclusiveness in EdTech Projects: the Case of the European University of Technology's XR VR Team

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This paper will present the case of the XR VR project team within the European University of Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual reality (VR) approach to help students and staff overcome language and cultural barriers in international mobility.

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Thanks to several studies and inspiring testimonials from students, we know that it is possible to go abroad despite the wide range of possible barriers. These studies tell us that all students, especially students and staff with fewer opportunities, need more information to prepare for their stay abroad.

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Last 5 th and 6 th October, different people from EELISA institutions gathered in Bucharest for the last stage of the I EELISA Diversity Award.

Months earlier, on the 31 st May, EELISA InnoCORE launched a call for good practiceswith the aim of gathering examples of actions put in place by individual researchers and research structures (groups, departments, laboratories, centres), staff and students, promoting diversity within teams, and thus, fostering the existence of diverse and inclusive research and innovation communities.

Via this call, EELISA gathered a collection of case studies, with examples covering all the different dimensions of diversity object of the call: disability; ethnic/cultural/migration background; socio-economic background; sexual identity; education background; caring responsibilities; religious background/beliefs; and age.

The case studies collected covered also a wide range of purposes and target groups: some were initiatives put in place by students to help their peers; some other initiatives were implemented by academic staff to foster diversity and create more welcoming research environments among peers; by academic staff to help their peers deal with diversity in the classroom; by academic staff to create a culture of values and raise-awareness among their students; initiatives put in place by both academic staff and students to bring research and higher education closer to disadvantaged groups; or actions to help people with disabilities.

Out all the good practices received, EELISA Gender and Diversity work group selected eight finalists who presented their case study in a five-minute pitch during a session on 5 th October in the I EELISA International Conference.

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EELISA people & institutions, working to have all-inclusive and non-discriminatory environments - EELISA

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Last 5 th and 6 th October, different people from EELISA institutions gathered in Bucharest for the last stage of the I EELISA Diversity Award.

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ENHANCE Annual Report on Diversity and Impact 

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ENHANCE Annual Report on Diversity and Impact 

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Search for Diversity and Impact Reports

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Explore ENHANCE resources, including key outputs, practical toolkits, in-depth reports, strategic papers, policy publications, and press releases. Discover insights, track progress, and access evidence-based resources designed to support collaboration and informed action across the ENHANCE community.

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YUFE MOOC "Equity, diversity, and inclusivity"

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YUFE MOOC "Equity, diversity, and inclusivity"

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"Equity, diversity, and inclusivity: What's it got to do with me?"

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Log in with a username and password? Cookies must be enabled in your browser Essex and UK Federation users can use the Single Sign-On button to log in with their institution's details. New Users New users can use the Create new account button below to create a new account.

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YUFE: Final evaluation of (pilot phase)YUFE Diversity and Inclusivity Strategy

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YUFE: Final evaluation of (pilot phase)YUFE Diversity and Inclusivity Strategy

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Quality Assurance report on the YUFE Diversity and Inclusivity Strategy (May 2020 to November 2022)

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DI_QA Report_Final evaluation DI strategy Nov 2022

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YUFE Code of Conduct - A set of attributes that characterise a member of the YUFE community

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ENHANCE Innovative Learning Campus - See the filter on "Gender, Diversity and Inclusion" 

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ENHANCE Innovative Learning Campus - See the filter on "Gender, Diversity and Inclusion" 

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The aim of this program is to gain an understanding of the principles behind physics-informed machine learning, as well as to explore various scenarios in which these methods can be applied. The course consists of two parts: an online introductory course and a workshop that will be held on-site at RWTH.

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Click on "Educational Offers" and use the filter "diversity"

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Joint recommendations on diversity-sensitive and inclusive teaching (FORTHEM)

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Joint recommendations on diversity-sensitive and inclusive teaching (FORTHEM)

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inclusive teaching

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MOOC: Inclusive Student-Centred Pedagogy: Coalition Tools

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MOOC: Inclusive Student-Centred Pedagogy: Coalition Tools

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MOOC: Inclusive Student-Centred Pedagogy: Coalition Tools – EUNICE

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The learning materials used in this MOOC have been co-created and developed within the ERASMUS+ KA220 COALITION (Coaching academics as learners for inclusive teaching optimal networks Project).

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Checklist on Inclusive Communication by ENHANCE 

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Checklist on Inclusive Communication by ENHANCE 

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Inclusive Communication Checklist: Promoting Diversity in ENHANCE Learning

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The ENHANCE Inclusive Communication Checklist guides the creation of promotional and educational materials, supporting engagement of underrepresented groups and fostering diversity across the Alliance.

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Building on insights gained from the Training, Bootcamps, and Pilot, this Toolkit highlights best practices and provides actionable recommendations for Higher Education Institutions. It is designed to support administrators and departments in fostering fulfilling student mobility opportunities for all students. By offering comprehensive resources, the Toolkit can help institutions identify key dimensions to consider when shaping and implementing effective diversity and inclusion strategies.