1. Accessibility and study success for students whose background makes studying at a university a less likely course of action for them.
It is not only talent and effort that determine academic careers. Their cultural and social capital and the assistance they receive from their parents are also important factors in academic success. The faculty would like to provide more opportunities for students with a migration background as well as students with a non-academic parental background. To this end, among other things the Faculty of Science is supporting and encouraging outreach projects, the Student Impact Centre and making role models visible within all fields, e.g. in terms of gender, skin colour, background or disability.
2. Successful cooperation within diverse groups and teams.
Talent development is usually approached from an individual and competitive perspective. In our complex world, innovation is increasingly being derived from cooperative situations, marking a shift from individual competition to working in teams and on projects. Students and staff work together to determine the culture of this cooperation. The Faculty of Science wishes to establish a culture that respects differences. The faculty is actively conducting a policy of organising training courses with a focus on diversity and cooperation in diverse teams. The faculty’s various departments and institutes also play an important role when it comes to ensuring smooth cooperation in diverse teams; one example is the Inclusive AI community set up by the Informatics Institute.
3. Recruitment, selection, appointment, promotion and retention of staff from diverse backgrounds.
The Faculty of Science aims to provide a diverse academic environment in which talented employees are given equal opportunities to develop themselves and be promoted to more senior positions and where everyone feels at home. Among other things, the achievement of this goal depends on raising awareness of the importance of the added value of diversity. The Faculty of Science will continue the activities that have already been initiated, such as the bias training for faculty staff.
In addition to improving awareness and skills, the bias training also focuses on how to apply knowledge of inclusive selection procedures in practice. The training is evaluated positively by participants.
4. Identification and encouragement of good practices and knowledge exchange.
The exchange of knowledge and experiences may speed up the implementation process and enable a greater platform to be created for smaller developments, helping them to become part of wider faculty policy. The diversity officer has an important role to play here. The diversity officer maintains contact with faculty students and staff through bodies such as the focus group.