Equality Plan of Oulu University of · EQUALITY PLAN OF OULU UNIVERSITY OF APPLIED SCIENCES (OULU...

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

1.1 Equality Act ...................................................................................................................................................................... 4

1.2 Act on Universities of Applied Sciences .......................................................................................................................... 5

1.3 Non-Discrimination Act .................................................................................................................................................... 6

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

REFERENCES .............................................................................................................................................. 28

APPENDIX ................................................................................................................................................... 29

Liite 1: Opiskelijakysely 2016 – Tasa-arvo ............................................................................................................................. 30

Liite 2: Sukupuolisegregaatio Oamkissa 2012–2014, 2015 ................................................................................................... 35

Liite 3: Ikäjakauma Oamkissa 2015 ....................................................................................................................................... 37


Translator’s notes: Because of the complicated nature of the legislative text and its meaning, the reader is kindly asked to take

into consideration that the translation of the legislative text is unofficial, and the final interpretation of the Finnish legislation and

procedures are done on the basis of the original Finnish form.

The English equivalent used in official texts for a professionally oriented higher education institution is polytechnic, but these

institutions generally refer to themselves as universities of applied sciences. For the purposes of this document, professionally

oriented higher education institutions are hereinafter referred to as universities of applied sciences (UAS), including the titles of

specific statutes, such as the Polytechnics Act (932/2014) which is referred to as Act on Universities of Applied Sciences

(932/2014) to keep the text consistent.


1 Basis of equality work

Equality means the non-discrimination between women and men (Act on Equality between Women and Men 609/1986). A new

change in the Equality Act (Act on the amendment of the Act on Equality between Women and Men 1329/2014) widens the non-

discrimination to take into account also for example discrimination on the basis of gender identity and gender expression.

Gender identity refers to person’s own experience of their gender. Expressed gender refers to expressing one’s gender by

chosen clothes, behavior or other ways. (Ministry of Social Affairs and Health 2015, 8.)

Non-discrimination means the non-discrimination on the basis of age, ethnic or national origin, nationality, language, religion or

conviction, opinion, political activity, labor union activity, family, health, disability, sexual orientation or any other personal trait.

(Section 8 of the Non-Discrimination Act 1325/2014; Ministry of the Interior 2010, 32). A person might be discriminated against

on the basis of two or more above-mentioned reasons in which case the discrimination is interpreted as a multi-based

discrimination. For this reason, non-discrimination and equality are not separated from each other but instead both of them

might be present in a situation of discrimination.

The equality plan of Oulu UAS is based on the legitimate base of Finnish regulations presented in this chapter, other national

policies, the strategy of Oulu UAS, the matters emerged from students’ feedback and on the present survey of the situation

regarding equality and non-discrimination within Oulu UAS. The plan especially takes into account the realization of equality and

non-discrimination in the student selection, organization of pedagogical activities, learning differences, assessment of study

attainments and preventing discrimination. This equality plan has been created especially for the students of Oulu UAS and

everyone working with students and it takes into account the advancement of both equality and non-discrimination.

1.1 Equality Act

The purpose of the Equality Act is to prevent discrimination based on gender and to promote equality between women and men.

The purpose of the Act is also to prevent discrimination based on gender identity or gender expression (Section 1 of the Act

Amending the Act on Equality between Women and Men 1329/2014). It obligates a University of Applied Sciences to prepare an

equality plan, which contains:

- the equality situation in the University of Applied Sciences

- actions to promote equality planned to the implemented

- an estimate of the implementation of actions included in an earlier equality plan and their results

The equality plan is prepared in cooperation with the employees and the representatives of students. Instead of an annual

evaluation of the plan, the plan is prepared for a maximum of three years’ time. (Section 5 A of the Act Amending the Act on

Equality between Women and Men 1329/2014.)

According to the Equality Act special attention must be paid to student selection, arranging teaching, learning differences,

assessing study attainments, and to action taken to prevent and eliminate sexual harassment and harassment taking place on

the basis of gender (Section 5 A of the Act Amending the Act on Equality between Women and Men 1329/2014). Also


harassment on the basis of gender identity or gender expression must be prevented in a goal-oriented and planned way

(Section 6 C of the Act Amending the Act on Equality between Women and Men 1329/2014). The organizers of education must

take care of providing the same opportunities for education and professional self-development for both girls and boys and for

women and men, and that teaching, research and study materials support the implementation of this law (Section 5 of the Act

Amending the Act on Equality between Women and Men 1329/2014).

1.2 Act on Universities of Applied Sciences

In accordance with the Act on Universities of Applied Sciences (Section 28 of Act 932/2014 § 28; amendment, Section 28a of

Act 257/2015), the selection of students is organized through the national joint application system for all universities. The

University of Applied Sciences decides upon the criteria of the selection. Due to their different educational backgrounds, the

applicants may be divided into different groups in the selection. Consistent selection criteria are applied to all applicants

included in a single group (Section 28 of Act Amending the Act on Universities of Applied Sciences 257/2015). According to the

change in the Act (Section 28 B of Act 257/2015) the University of Applied Sciences must take care that the possibilities of

being selected as a student will not be unreasonably dissimilar in terms of equality and non-discrimination. In accordance with

the Act, the University of Applied Sciences participating the joint application system has to reserve a part of the study places to

first-time applicants who have not graduated from a higher education degree in Finland; have not received a study place in a

higher education institution; or have accepted a study place in spring semester 2014 or a degree started before it but have not

graduated from the degree program. The regulation mentions situations when study places are not needed to be reserved

explicitly. The University of Applied Sciences must secure a proper chance of accessing higher education also for persons who

have graduated from a higher education degree and for persons who have accepted a study place.

Information provided by the applicant in the application process are used in the student selection. Selection of a student to a

study place is conditional until all of the official documents used by the applicant in the application process are verified and

proven to be official. The common practices used in the selection process are defined in the recommendation for admission

criteria in the universities of applied sciences.

Accessibility of the operating and surrounding environment is related to the realization of equality. In accordance with the Act on

Universities of Applied Sciences (Section 26, 932/2014) a matter related to the applicant’s health or operational capacity shall

not form an obstacle for selecting the applicant as a student. However, a person who is not capable of the practical tasks or

practical training related to the studies in terms of his or her health or operational capacity cannot be selected as a student if the

safety requirements related to the studies referred to in Section 33 (of the Act) require this or if the obstacle cannot be removed

by reasonable means. The University of Applied Sciences must give information to the applicants about what kind of health-

related and other requirements are included studies.

According to the Act on Universities of Applied Sciences (Section 57, 932/2014) the applicant has the right appeal against the

decision of student selection within 14 days of the publication of the student selection results. An appeal shall not change the

result of a student selection to be harmful to a person who was accepted as a student. The Act also includes regulations of

other practices related to appeal.


1.3 Non-Discrimination Act

The Purpose of the Non-Discrimination Act (Section 15, 1325/2014) is to foster and safeguard equality and to enhance the

protection provided by law to those who have been discriminated against.

According to the prohibition of discrimination in Section 8 of the Act: “Nobody may be discriminated against on the basis of age,

ethnic or national origin, nationality, language, religion, belief, opinion, political activity, labor union activity, family relationships,

health, disability, sexual orientation or any other personal trait". Discrimination is prohibited regardless if it is based on a fact or

an assumption concerning the person themself or someone else. In addition to direct and indirect discrimination, the

discrimination meant in the Non-Discrimination Act applies to harassment, denying reasonable adjustments to operational

environment and a guideline or an order to discriminate. (Section 8, Non-Discrimination Act 1325/2014.) Discrimination is direct

if a person, because of a reason concerning that person, is being treated more unfavorably than someone else. Discrimination

is indirect if a seemingly equal rule, justification or a practice is placing a person in disadvantage in relation to others. (Section 6,

Non-Discrimination Act 1325/2014.)

The organizer of education shall evaluate the realization of equality in its activities and take measures to provide the

advancement of the realization of equality. Taking into consideration the operational environment, resources and other

circumstances of the university the measures for advancement must be effective, appropriate and proportioned. The organizer

of education shall take care that the university has a plan of needed measures for the advancement of equality. The University

of Applied Sciences shall reserve a possibility of a hearing for the students and their representatives about the advancement

measures. (Section 6, Non-Discrimination Act 1325/2014.)

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.


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


– 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


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.


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


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

applicants).

http://www.esok.fi/esok-hanke/kaytannot/viestinta/html

http://www.esok.fi/esok-hanke/kaytannot/viestinta/html


– Taking care of the accessibility of study material

Matters related to teaching activities, such as teaching, study materials, assignments and study environments are being made

accessible for all students in Oulu UAS: Equipment and material shall be usable for everyone and material should be accessible

both in advance and after and possible in different forms (listenable/readable). The library of Oulu UAS has listenable books

(CELIA-library). The staff of Oulu UAS should be orientated in accessible and electronic study material. This of material should

be within reach for all students in need of them.

– Ensuring good possibilities to study for all forms of students

– Support measures and special arrangements when needed

All forms of students shall have good study possibilities. This is achieved, among other things, by providing dynamic study

possibilities, taking care of the accessibility of the study materials and organizing support activities according to the needs of the

student.

For example in entrance and other exams extra time, possibility to use personal support equipment and if needed, a computer

as a writing support can be support activities. Also personal assistants, writing helpers and interpreters should be able to help.

Alternative ways to do studies (for example based on visual sense or hearing) should be added, as for example oral exams.

Also different teaching methods should be used taking into consideration different students, as for example conversation vs.

copying. Also providing an undisturbed study environment should be considered if possible.

Information about accessibility in the student admissions is told in the Oulu UAS webpage and the Guide for Applicants. If the

applicant is in need of special arrangements in the entrance exam on the basis of applicant’s health or disability, the applicant

must fill an application related to special arrangements of entrance exam. Informing about the need for special arrangements

shall be possible also when registering for an exam and in an exam situation. The possibilities for special needs and

arrangements are also informed to teachers. Possibilities for doing an exam have been increased in Oulu UAS in the year 2016

by introducing an electronic exam system Exam. With the exam system more dynamic ways of doing an exam are made

possible limited only by the opening hours of campuses and the timetables set for the exams by the teachers. Also Exam

provides a possibility of doing a personalized exam on the basis of special needs, as for example in the need of extra time.

Accessibility in the exam rooms is taken into account by for example with adjustable tables. The possible special needs are

informed in the registering for the exam.


2.1.2 Accessibility of social environment

Goals and measures

– Learners with different ways to learn (for example students with dyslexia or other learning challenges) shall be

recognized as part of the university community and the developmental needs of the behavioral models shall also be

recognized

All students should be taken to be a part of the university community and everyone shall have similar opportunities to study.

Recognizing and taking students, with different ways to learn, into considering should be a natural part of the university’s

activities. Learning difficulties shall not give a student the feeling of alienation or the experience of discrimination.

– Teaching and counseling shall be accessible for everyone

Teaching and study counseling shall be equal and accessible for all students in Oulu UAS. On the basis of the Act on

Universities of Applied Sciences (932/2014, Section 14 of Act Amending the Act on Universities of Applied Sciences 257/2015)

and the strategy of OUAS, counseling shall be made more effective and to support the professional development of the student.

Study welfare should be present in the whole university environment and cover all actors inside Oulu UAS. Responsibility of

guidance is part of every employee’s work in Oulu UAS. Campus study counselor activities were started in Oulu UAS at the

beginning of the academic year 2015–2016. The purpose of the campus study counselor activities is to organize and develop

the study counseling services to fit the needs of the students and applicants of the University of Applied Sciences. The goal of

the activities are that equal and quality study counseling services are within the reach of all students and applicants. In addition

the goal is to advance the professional development of the students and ensure quality and equal learning prerequisites in such

way that the degree and the studies are able to be finished in the target time. To support studies, multidisciplinary study groups

are established (for example the Valtti-groups) and used to progress the studies and the welfare of the students according to the

counseling plan. Also the centralizing of the student services and defining the tasks aim at equal and quality services for all

students.

– Supporting the teachers in the planning of pedagogical solutions to advance accessibility

The teachers shall be supported in recognizing special needs, in the planning of pedagogical solutions that support accessibility

and in taking into account different students groups. Information and knowledge about learning difficulties is widened for both

students and the staff. Teacher tutors are educated according the new counseling plan, also taking into account students with

different ways to learn. Information about accessibility and learning difficulties are included in suitable study courses. Also other

information channels are noted to create and promote good practices. In addition to personal support, informing and possible

trainings, electronic information banks can be created to take the diversity of students into consideration in teaching. The

supporting and informing shall have effectivity and they need to reach the staff comprehensively.


2.1.3 Accessibility of psychic environment

Goals and measures

- Advancement of valuing and accepting diversity

The valuing and acceptance of diversity among both students and the staff of the university shall be advanced. One way to

achieve this is to influence the stances and attitudes, which derive from not knowing for example about the arrangements of

support activities. Matters such as this can be taking into consideration for example as part of education and informing.

Studies are being diversified and made more dynamic. The student shall have equal possibilities to study in different life

situations. Different possibilities to do studies and to gain access to become a student are being provided in Oulu UAS. The

recognition and assessment of prior learning is being developed. Nowadays the personalization of studies is being emphasized

and the study path can be different for each students.

2.2 The preventation of discrimination on the basis of gender identity and gender expression

The Ministry of Social affairs and Health (2015) has published a guide about recognition of gender diversity for educational

institutions, work places and public officers. The guide offers help to the recognition of gender diversity and to prevent

discrimination. According to a survey made for the guide there are developmental gaps in noting gender identities and gender

expression and in the preventation of discrimination related to them. The real-life examples and the developmental ideas

emerged from the answers of the survey are being used for the equality and non-discrimination work in Oulu UAS.

Goals and measures

– Developing the study environment to be safer for all genders

The goal is to ensure an atmosphere that is safe for all genders and that supports the gender diversity. One part of this is to

understand, that in any situation there might always be present a person who belongs to a gender minority. The goal is to

increase knowledge of the gender diversity and gender minorities, among other measures, with the help of this equality plan.

The topic can be taken as a part of the orientation of the students or the staff, or as a part of suitable study courses.

– Intervening to discrimination based on gender, gender identity or gender expression

Information based on student surveys shall be used to help with the matter. The guidelines shall be checked and information

shall be provided about what students can do and who to contact in case of experiencing being bullied and disturbed.


– The usage of terms used by person belonging to gender minorities

Widely used terms are, among others, as following: transsexual, transvestite, genderqueer or transgender, intersex and sex

reassignment. When talking about any person, the self-identification of the person and the term the person uses of themself

shall be respected. The topic shall be informed widely, among other measures, through this equality plan.

– How the gender diversity, shown in teaching and study materials, will be developed

Attention is paid to taking the gender diversity into consideration in study materials. The impact of reiteration of gender

stereotypes (for example giving certain roles to women/men) to students in teaching and study materials should be noted.

Everyone can be made responsible to be aware of gender stereotypes. Different groups can for example decide, that you can

always mention if you find a gender stereotype in study materials of in someone’s speech. In this way the gender diversity can

be taking into account in everyday life. Also the use of terms (pronouns or verbs) of persons who identify themselves as

genderqueer or transgender, should be taken into consideration in for example language teaching. Common practices related to

this should be contemplated.

– Students and staff should be spoken to without assumptions of their gender or use adapted speech, if needed

Every student has the right to choose the name they would like to be called with. This is made easier with enabling registering it

to the official student register. Teachers are recommended to use gender neutral language during lectures. By only referring to

girls and boys or women and men causes persons, who are not part of these categories, feel themselves invisible.

– Creating practices which are meant to prevent discrimination in for example student admission

In this equality plan it is stated, that no one shall be discriminated in the student admission on the basis of gender identity or

gender expression. Employees working with the student admission decisions and for example with the interviews of the

applicants are able to get information about gender diversity and guidelines for non-discrimination from this plan. If needed,

more guidelines related to the topic can be made.


– Providing gender neutral premises

No one should be in a situation of not knowing which toilet to dare to use. Gender neutral toilets are provided also to students if

and when possible.

– Ensuring the possibility of changing personal name and gender information in the certificates and transcripts of study

records.

Students shall have the possibility of changing the personal name and gender information in the certificates and transcripts of

records afterwards. Also the Ministry of Education and Culture and the Ombudsman of Equality have given a recommendation

of giving study certificates and transcripts of study records with the new name and identity number. The changing of the identity

number related to sex reassignment will be noted in the guidelines for the study certificate and its attachments.

(Adapted according to the publication “Tietopaketti sukupuolen moninaisuuden huomioimisesta oppilaitoksille, työpaikoille ja

viranomaisille. 2015. Ministry of Social Affairs and Health, Reports and Memos 2015:22”)

2.3 The advancement of internationality, multi-culturalism and multi-lingualism

Equality and non-discrimination are part of the quality of the multi-cultural community of the University of Applied Sciences.

Students from all kinds of cultural background are able to apply to Oulu UAS to study. Oulu UAS aims to be genuinely

international. During the academic year 2015–2016 there was 243 foreign degree students and 243 exchange students from 48

different countries studying in Oulu UAS. Different religious backgrounds and ideological beliefs are respected in Oulu UAS.

Strategy for the Internationalisation of Higher Education Institutions in Finland 2009–2015 (2009) published by Ministry of

Education and Culture gave guidelines for the direction of the internationalization of the universities for the years 2009-–015. As

concrete measures, obstacles and weaknesses of internationalization were tried to be diminished and the operating conditions

of the international co-operation were strengthened. The strategy brought up five main goals for the internationalization:

genuinely international university community, the increasement of the quality and attraction of universities, the advancement of

the knowledge-based national export, supporting the multi-cultural society and the advancement of global responsibility. Ministry

of Education and Culture will produce a final international evaluation of the strategy in the year 2016. The Ministry of Education

and Culture’s preparations of the new guidelines for internationalization in higher education and research are in progress.


Goals and Measures

– Integrating internationality to basic operations and activities

The goal is to integrate internationality to be a part of other activities on the level of strategy and activities. Internationality is part

of all of the developmental targets. The internationality of Oulu UAS is advanced for example by developing the mobility, shared

teaching, diverse curricula in English language (degrees and exchange possibilities) and also the research, development and

innovation activities with relevant partners. In the student exchange, the mobility of big enough student groups is a goal. The

groups are supported by staff exchange with the same partners. The goal is double degrees and co-operatively produced,

comprehensive parts of degrees. In the project activities the aim is to get multinational projects, which can be used to support

strategic goals. The prerequisites of education export activities are enhanced and the amount of education export activities is

increased. The marketing and its direction are being developed all the time.

– Advancing the multi-lingualism in the study courses and the content of teaching

A 30 study credit study module, that is integrated to normal teaching and held in English language, will be build for every degree

program to be available for both Finnish and foreign students. The student does 30 study credits in English language either in

Oulu UAS or in an exchange period abroad. The students are offered a possibility to include lab-based study modules (for

example GameLab, DevLab, EduLab) and other language studies to be part of their studies. The multiculturalization of the

society should be taken into consideration in the contents of all study courses in for example the orientation basis, goals,

contents and course literature. Digital internationality, the study possibilities in English language in blended learning-based

studies and the participation of foreign students and lecturers in the study courses are also goals.

– Equal treatment of students in student exchange and internship programs

All students have equal possibilities for internationalization for example in the form of exchanges. Students should have proper

chances for exchange. In the degree programmes, a suitable time for international exchange period is planned. The studies

offered for the international exchange period supports studying the degree for both students who are going for exchange and

students who are not. The internationalization at home is being supported at the student’s own campus with the fact that the

Finnish students are studying together with the foreign students and there are no separate groups for exchange students.

In the student exchange programs and internships attention shall be given to the equal treatment of in-coming/out-going

students through different information channels. Also, it must be taken care of that there are information and support relating to

the internship and exchange preparations and accessibility available for those students who are self-organizing their own

exchange or internship position and are in need of special arrangements.


– Taking care of communication in English language

As the internationalization increases, more resources should be reserved for communication in English language. At the

moment for example the student intra Oiva, the webpages of Oulu UAS and student union OSAKO and also newsletters and

sign materials are at hand both in Finnish and English. The forms and applications relating to the students have also been

translated into English. These documents and materials should be updated continuously and communication in English

language should be expanded. The goal is to have a positive and flexible attitude towards using English language as a working

language. Information services, counseling and guidance services, and all important material related to the students and official

documents shall be accessible in both Finnish and English.

– Supporting a multicultural society

To support multicultural society OUAS enhances the process of acknowledging and making foreign language education and the

know-who of foreign students known in the local industry community. The goal is to advance the availability of internship places

and the betterment of the employment situation. Foreign language degree programs and studies offered are being marketed to

the immigrants of the Northern Ostrobothnia region. In addition, different events are organized for them in collaboration with the

City of Oulu. OUAS has also participated in the City of Oulu’s process of creating a public policy paper, related to the integration

of immigrants in the region, that is being updated during the year 2016 and it will probably be decided upon during the next

parliamentary season.

Summary

For all of the goals mentioned in this plan to succeed good information services, guidance and implementation are needed to

take it both to the staff and the students. Equality and non-discrimination matters shall be cross-cutting in all activities. In Oulu

UAS there is a zero tolerance for bullying and harassment. The staff and students have to know about the equality work in Oulu

UAS and the policy and operational model when encountering inequality issues. Information about the equality work shall be

promoted and this becomes concrete with the work groups presented in the chapter 3. Also an important issue is to recognize

present practices and advance the readiness to develop them


3 Documents, work groups and contacts related to equality

3.1 Documents related to equality

In the following tables the documents about Oulu UAS’ equal treatment of students are presented.

The practices related to study admission and student recruiting, contents of teaching, pedagogical arrangements and other

activities, which are required by the Equality Act, are described in greater detail in the degree regulations, study assessment

regulations and curricula. With the help of personal study plans and study counseling the students are encouraged to make

diverse and broad-minded career decisions and planning. Some of the documents described below give policy guidelines to the

general way of how Oulu UAS works, safety and the usage of drugs.

The degree regulations (Board of Oulu UAS 2015a, Rector of Oulu UAS 2015a) define the mission and the teaching, student

admission, registering and study right, organizing of the teaching and studies, studying, acceptance of degrees and certificates

and other regulations (more information in the table 5).


Document Perspective to Equality Preparation Decision

Degree Regulations, Board of Oulu UAS Decision 11, 16 March 2015. Rector’s decision 30, 8 April 2015.

The number of starting students in degree programs and specialization training

Administration, Educational Departments, Student Services

Rector

Student selection criteria, implementation of student selection Educational Departments, Student Services

Rector

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


Rector

Orientation options, the width of parts of degrees, curricula and study course descriptions, assessment of prior studies and learning


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


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)


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

https://oiva.oamk.fi/tietoa_opiskelusta/opintojen_suunnittelu/saannokset/tutkintosaanto/


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.


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.


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

survey for graduating students.

https://oiva.oamk.fi/tietoa_opiskelusta/opintoihin_vaikuttaminen/jarjestyssaannot/




https://oiva.oamk.fi/tietoa_opiskelusta/osaamisen_arviointi/arviointisaanto/





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).


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”.


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.


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.


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.


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.

http://www.osakoweb.fi/

https://oiva.oamk.fi/yhteystiedot/kv/index.php?kirjautumisok

https://oiva.oamk.fi/yhteystiedot/kv/index.php?kirjautumisok

https://oiva.oamk.fi/yhteystiedot/opiskelijapalvelut/

https://oiva.oamk.fi/tietoa_opiskelusta/palvelut_opiskelijoille/opintojen_ohjaus/index.php?kirjautumisok

https://oiva.oamk.fi/tietoa_opiskelusta/palvelut_opiskelijoille/opintopsykologi/index.php?kirjautumisok

https://oiva.oamk.fi/yhteystiedot/tuutorit/index.php?kirjautumisok

https://oiva.oamk.fi/tietoa_opiskelusta/palvelut_opiskelijoille/terveydenhuolto/index.php?kirjautumisok

https://oiva.oamk.fi/tietoa_opiskelusta/palvelut_opiskelijoille/seurakuntien_oppilaitospalvelut/index.php?kirjautumisok=

https://oiva.oamk.fi/tietoa_opiskelusta/opintojen_suunnittelu/saannokset/tutkintolautakunta/index.php?kirjautumisok=


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.


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.

http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2012/liitteet/okm10.pdf?lang=fi

http://www.minedu.fi/OPM/Julkaisut/2009/Korkeakoulujen_kansainvalistymisstrategia_2009_2015.html

http://urn.fi/URN:ISBN:978-952-00-3583-9


Appendix


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?



Opiskelijakysely 2016 – Tasa-arvo LIITE 1

(2/5)

TASA-ARVO

3. Oletko joutunut korkeakouluyhteisössä eriarvoiseen asemaan?


Avoimet vastaukset: Olen, muun syyn vuoksi, minkä? (Näitä käsitelty tekstissä luvussa 1.5.)



(3/5)

4. Millaisessa tilanteessa tai asioissa olet kohdannut eriarvoisuutta?


Avoimet vastaukset: Muussa yhteydessä, missä?

5. Oletko kokenut seksuaalista tai sukupuoleen perustuvaa häirintää korkeakouluyhteisössä?


6. Jos kohtaat tasa-arvoon liittyvää eriarvoisuutta tai seksuaalista tai sukupuoleen perustuvaa häirintää, niin tiedätkö keneen tai

mihin tulee olla yhteydessä?




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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



(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

Hyvän opiskeluympäristön luominen kaikille

– Opiskelurauha tunneilla – Keskittymismahdollisuus tunneilla

Naisten ja miesten tasavertainen kohtelu

– 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


Liite 2: Sukupuolisegregaatio Oamkissa 2012–2014, 2015

(1/2)

Lukuvuodesta 2014–2015 alkaen koulutusta ei luokiteltu enää nuorten ja aikuisten tutkintoon johtavaan koulutukseen. Uudet

käytettävät käsitteet ovat päivätoteutus ja monimuotototeutus. Alla olevat taulukot on tästä syystä eroteltu niin, että vuoden

2015 (päivätoteutus ja monimuotototeutus) ovat erillisinä. Nuorten ja aikuisten naisopiskelijoiden määrät on esitelty vuosilta

2012–2014. Mukana ovat kaikki ammattikorkeakoulututkintoon johtavassa koulutuksessa aloittaneet mukaan lukien erillisellä

opinto-oikeudella ja siirto-opiskeluoikeudella opiskelevat sekä avoimen kautta tutkinto-opiskelijana aloittaneet. Tilastoissa ei ole

mukana ylemmässä ammattikorkeakoulututkinnossa aloittaneita.

KOULUTUSALA, Nuoret NAISOPISKELIJOITA (%) / VUOSI

2 012 2 013 2 014

Kulttuuriala 73,6 72,7 73,0

Luonnontieteiden ala 17,1 23,2 21,6

Luonnonvara- ja ympäristöala 69,0 63,6 68,6

Sosiaali-, terveys- ja liikunta-ala 87,7 91,4 86,8

Tekniikan ja liikenteen ala 13,0 12,4 11,7

Yhteiskuntatieteiden, liiketalouden ja hallinnon ala 64,2 63,2 62,8

KOULUTUSALAT KESKIMÄÄRIN 52,5 50,2 49,9

n=1635 n=1652 n=1696

Taulukko 1: Oamkissa nuorten tutkintoon johtavassa koulutuksessa aloittaneiden naisten osuus prosentteina koulutusaloittain vuosina 2012–

2014

KOULUTUSALA, Päivätoteutus NAISOPISKELIJOITA (%) / VUOSI

2 015

Kulttuuriala 80,0

Luonnontieteiden ala 19,6

Luonnonvara- ja ympäristöala 80,0

Sosiaali-, terveys- ja liikunta-ala 85,4

Tekniikan ja liikenteen ala 12,5

Yhteiskuntatieteiden, liiketalouden ja hallinnon ala 55,9

KOULUTUSALAT KESKIMÄÄRIN 46,0

n=1467

Taulukko 2: Oamkissa päivätoteutuksena toteutettavassa koulutuksessa aloittaneiden naisten osuus prosentteina koulutusaloittain vuonna

2015


Sukupuolisegregaatio Oamkissa 2012–2014, 2015 LIITE 2

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KOULUTUSALA, Aikuiset NAISOPISKELIJOITA (%) / VUOSI

2012 2 013 2 014

Kulttuuriala 58,8 59,1 72,2

Luonnontieteiden ala 36,6 41,7 29,4

Luonnonvara- ja ympäristöala 93,3 ei aloit 88,5

Sosiaali-, terveys- ja liikunta-ala 90,0 88,3 98,8

Tekniikan ala 17,5 18,3 15,4

Yhteiskuntatieteiden, liiketalouden ja hallinnon ala 72,6 66,2 73,7

KOULUTUSALAT KESKIMÄÄRIN 62,3 57,7 62,0

n=414 n=378 n=368

Taulukko 3: Oamkissa aikuisten tutkintoon johtavassa koulutuksessa aloittaneiden naisten osuus prosentteina koulutusaloittain vuosina 2012–

2014

KOULUTUSALA, Monimuotototeutus NAISOPISKELIJOITA (%) / VUOSI

2015

Kulttuuriala 67,6

Luonnontieteiden ala 19,4

Luonnonvara- ja ympäristöala 100,0

Sosiaali-, terveys- ja liikunta-ala 81,0

Tekniikan ala 13,0

Yhteiskuntatieteiden, liiketalouden ja hallinnon ala 68,8

KOULUTUSALAT KESKIMÄÄRIN 56,6

n=410

Taulukko 4: Oamkissa monimuotototeutuksena toteutettavassa koulutuksessa aloittaneiden naisten osuus prosentteina koulutusaloittain

vuonna 2015


Liite 3: Ikäjakauma Oamkissa 2015

Taulukoissa esitellään Oamkissa päivätoteutuksena toteutettavien sekä monimuotototeutuksena toteutettavien koulutuksissa

aloittaneiden opiskelijoiden ikäjakaumat koulutusaloittain vuonna 2015. Mukana ovat kaikki ammattikorkeakoulututkintoon

johtavassa koulutuksessa aloittaneet mukaan lukien erillisellä opinto-oikeudella ja siirto-opiskeluoikeudella opiskelevat sekä

avoimen kautta tutkinto-opiskelijana aloittaneet. Tilastoissa ei ole mukana ylemmässä ammattikorkeakoulututkinnossa

aloittaneita.

KOULUTUSALA, päivätoteutus IKÄ KESKIARVO

-19 20-24 25-29 30-34 35-39 40-44 45-49 50- Yht.

Kulttuuriala 2 14 7 2 0 0 0 0 25 23,3

Luonnontieteiden ala 14 66 20 8 2 1 1 0 112 23,3

Luonnonvara- ja ympäristöala 10 16 8 5 0 1 0 0 40 23,4

Sosiaali-, terveys- ja liikunta-ala 55 194 76 52 24 11 11 2 425 25,5

Tekniikan ja liikenteen ala 123 324 72 23 12 10 0 2 566 22,7

Yhteiskuntatieteiden, liiketalouden ja

hallinnon ala 44 194 31 15 13 1 0 1 299

23,0

Yhteensä 248 808 214 105 51 24 12 5 1467 23,6

Taulukko 4. Oamkissa päivätoteutuksena toteutettavassa koulutuksessa aloittaneiden opiskelijoiden ikäjakaumat koulutusaloittain vuonna

2015

KOULUTUSALA, Monimuotototeutus (ei

YAMK) IKÄ

KESKIARVO

-19 20-24 25-29 30-34 35-39 40-44 45-49 50- Yht.

Kulttuuriala 5 40 10 7 4 3 1 1 71 25,8

Luonnontieteiden ala 0 8 9 5 7 7 0 0 36 31,4

Luonnonvara- ja ympäristöala 0 0 0 0 1 0 0 0 1 39,0

Sosiaali-, terveys- ja liikunta-ala 3 34 23 32 33 19 14 4 163 32,9

Tekniikan ja liikenteen ala 0 14 28 14 17 10 7 2 92 32,4

Yhteiskuntatieteiden, liiketalouden ja

hallinnon ala 2 9 11 12 7 6 1 0 48

30,5

Yhteensä 10 105 81 70 69 45 23 7 410 31,2

Taulukko 5. Oamkissa monimuotototeutuksena toteutettavassa koulutuksessa aloittaneiden opiskelijoiden ikäjakaumat koulutusaloittain

vuonna 2015

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