Gender equality perspective

A gender equality perspective is integrated in the programme's design and teaching/learning activities.

There is a good 50/50 gender balance in the staff. According to the self-evaluation, an advisory board will be established to promote equal opportunities. In addition, a policy or plan has been formulated to improve the current situation regarding equal job opportunities and competence enhancement. A non-compulsory course will be offered that will address work, organisation and gender. The higher education institution’s regulations require that doctoral committees have equal representation of both sexes.

Systematic follow-up is performed to ensure that the programme's design and teaching/learning activities promote gender equality. The results of the follow-up are translated, when necessary, into actions for quality improvement, and feedback is given to relevant stakeholders.

The higher education institution's regulations are followed when recruiting new staff, and gender equality representatives are in place. Moreover, the gender equality representative, together with the working environment representative, have a mandate to work for gender balance. Although there are already efforts to improve gender balance, the panel notes the importance of following the plan that has been formulated to ensure that it explicitly deals with the content of third-cycle programmes and staff and doctoral student recruitment as well as listening from a gender perspective in everyday life.

From the interviews with operational and strategic staff, the assessment panel gets the impression that there is also a split along gender lines between these two staff groups. This is equally evident in the answers regarding gender issues. In addition, the answers from operational staff were often very short and general, whereas the strategic staff answers were more specific.

In the overall assessment, the gender equality perspective is deemed to be satisfactory.