Signature (unit, name, etc.) Diversity on campus Recruitment, retention and representation in higher education UNICA seminar Brussels, 27th and 28th of September 2007 Kristine Holmbakken and Hedvig Lie Nygaard, UiO

Inclusiveness and diversity Learning environment Equal opportunities Main solution good for all Universal design as norm

Strategic plan for the University of Oslo Education Universal design –“..The quality reform to achieve a better learning environment will be continued-with universal design as the norm…” Legislation Plan for Universal design Good practice Consciousness at all levels in the organization

Universal design vs individual adaptation Universal design as a principle –The learning environment better for all students –More candidates have a chance of better results –Avoid barriers that would shut some students out of the University –Reduce the need for individual adaptation –A mindset that the main solution should, as far as possible, be used, so that all can participate Individual adaptation –UiO will always focus on individual adaptation for students –But will most likely be a bit less in quantity –Benefit from universal design the most, but the idea is that all benefit

Why universal design? Students at the university represent the diversity in the population of Oslo This could be: –International students, exchange students –Students with an minority background –Students with a disability, social and emotional difficulties –etc But also: –Students who study with young children

What is important? Important mindset at all levels at the university –Lecturer: how can I make my teaching accessible to most students? --Small steps –Administrative staff: Availability of information and room planning –Technical department: universal design in mind while planning new buildings or when refurbishing old ones (law now) Social life, food and training –Main solution to fit most

Retention An open and inclusive learning environment can help in the prevention of drop-out Focus on the first year of study Study programs with focus on the social dimension –If become and integrate part of the programme early, chances are better for the student to finish Focus on presentation today: minorities But also students with a disability: –Early acceptance as long as GPA is the same as the cut for the previous year –Individual adaptation –Some study part time

Recruit talented, motivated students Special efforts to attract “…more students from minority groups that are underrepresented in the study programs Parliamentary intentional policy document (Stortingsmelding 17) which underlines the need to increase the number of students with minority-background in higher education Established in May 2003 and is funded by the Ministry of Education and Research MiFAs main concerns lies with the relationship between ethnicity, higher education and participation in society

Influence Diversity Higher education Higher influence? Involvement?

Motivation Information Goal: young people make their own decisions about education –interests –knowledge about existing educational possibilities –skills Need of role-models with higher education from their own ethnic group

Immigration in Norway and in Oslo Immigration in Norway: 8,5 While only 18 per cent first generation immigrants take a higher education, the percentage of immigrant descendents in higher education is 33 per cent – two more than the average in the country (keep in mind that this group is still quite small) About 30 per cent of pupils in secondary schools in Oslo have minority background In several primary schools in Oslo the percentage is around 80 per cent

Diversity at campus? In spite of this is the same group are underrepresented at the UiO (9,5 %). Still, the group is growing. There is considerable under representation of minorities within certain studies (human- and social science, law, education.) Challenges connected to language, class, network, etc. About 40 % of minority students at UiO immigrated to Norway as adults. Higher unemployment and lower activity in professional life among minorities. The unemployment among minorities is times higher than for the rest of the population in Norway. (1,4% vs 5%)

Key word: Role models MiFA-students function as mentors Reflect an ethnical and scientific diversity Visit schools, arrange lectures and seminars for both pupils at our target schools and students at UiO Four pupils at each target school is selected to work with MiFA and provide information to the rest of the school Promising results

Any questions? Thank you