Non-discrimination plan

Introduction

The non-discrimination plan of Laurea University of Applied Sciences has been drawn up to promote equality, non-discrimination and accessibility in all activities of the higher education institution. The plan is based on the Constitution of Finland, the Act on Equality between Women and Men (609/1988), the Non-discrimination Act (1325/2014), the Universities of Applied Sciences Act (932/2014) and the Act on the Provision of Digital Services (306/2019).  In accordance with these acts, Laurea commits to promoting non-discrimination and preventing discrimination among both students and personnel. 

Promoting equality, non-discrimination and accessibility is a common concern of the entire work community. The aim of the measures is to promote the equality and non-discrimination of all students and employees at Laurea University of Applied Sciences, physical accessibility and access to digital online services on an equal basis. The objective is to identify the goals and define the measures for promoting accessibility in work, studies and the learning environment as well as the equal inclusion of members of the higher education community. In practice, the aim of the non-discrimination plan is to increase the sense of community. 

The objective of the Act on Equality between Women and Men is to promote gender equality especially in working life and to prevent discrimination based on gender. The Act prohibits both direct and indirect discrimination based on gender and strives to improve the status of women. In addition, the Act protects from the forms of discrimination that are based on gender identity and gender expression. 
The Non-discrimination Act emphasises that all people are equal regardless of their gender, age, ethnic or national origin, nationality, language, religion, belief, opinion, disability, state of health, sexual orientation, or other personal characteristics. The purpose of the Act is to promote equality, prevent discrimination and enhance the protection provided by law to those who have been discriminated against. 
Covering a wide range of different backgrounds, experiences and points of view that enrich our community, diversity plays a central part in non-discrimination. Taking diversity into account helps to ensure that all members of the higher education community can participate and succeed to their full potential, regardless of their personal background or characteristics.

Laurea’s non-discrimination plan governs the higher education institution’s activities together with Laurea's Ethical Guidelines, Degree regulations, Laurea’s rules and regulations, and the pedagogical programme. The aim of the plan is to support the members of the higher education institution to create a fair and safe learning and work environment for everyone. 

First, this document discusses the themes of non-discrimination from the point of view of management and the operating environment, as well as the recruitment and career development of personnel. In the following part, non-discrimination in the community is discussed from the points of view of pedagogy, well-being and digital and physical accessibility. 

1.    Non-discriminating Laurea 

Laurea University of Applied Sciences is strongly committed to maintaining non-discrimination, equality and accessibility. Laurea’s activities are based on the values of openness, responsibility and effectiveness. It is important to create a learning and work environment in which individuals are encountered fairly and appreciated as they are. As one of the partner institutions in the InCITIES project, Laurea has signed a joint declaration in which the managements of the higher education institutions commit to observing the principles of non-discrimination, diversity and inclusion with regard to the whole community in their everyday activities. 

The richness provided by diversity at the higher education institution is recognised and appreciated at Laurea.  It is considered a resource that develops the community and strengthens well-being and learning. The objective is to guarantee that all members of the community can enjoy a safe and encouraging atmosphere in which rights and equal opportunities are respected. The non-discrimination plan governs work and helps to ensure that Laurea is a community that its members can feel a part of and in which they can succeed in reaching their goals. 

Non-discrimination is seen as fair treatment of all members of the community by taking into account the different needs and starting points of individuals. Laurea aims to ensure that all members of the higher education community have equal opportunities to do well and develop. For example, this means that different support measures and resources are offered to those who need them most. The principles of non-discrimination govern the activities of all members of Laurea. The principles are visible in the recruitment and career development processes and in the planning of learning environments, among other things.

The non-discrimination plan is part of Laurea's quality system. The overall assessment of how non-discrimination is realised and the results of non-discrimination surveys are evaluated and reported at intervals of four years, and the need to update the plan are also checked at the same time. The results of student well-being surveys and initial student feedback are processed and reported annually. Feedback from the personnel is collected in a personnel survey conducted approximately every 2 years. The realisation of equality, non-discrimination and accessibility is also monitored with statutory workplace reports and in connection with the discussion about the annual HR statement. The HR statement is a document compiled annually in which the realisation of equality, non-discrimination and diversity is always monitored in the second Cooperation Advisory Board of the year. The number of safety reports and notifications of inappropriate treatment submitted by members of the higher education community is monitored annually by the Occupational Safety and Health Committee. 
The realisation of the objectives and measures set in the non-discrimination plan are monitored in the Occupational Safety and Health Committee and in the development group for pedagogy and curriculum reform, and these are reported to the UAS Collegium on an annual basis. Laurea’s non-discrimination plan is discussed in the Cooperation Advisory Board and in the development group for pedagogy and curriculum reform. The non-discrimination plan is confirmed by the UAS Collegium.

2.    Management and operating culture

Laurea commits to promoting equality and non-discrimination in all the higher education institution’s activities.  Management is open, fair and participatory, enabling all members of the Laurea community to feel they are appreciated and heard. Management is also examined from a strategic point of view, and the principles of non-discrimination are considered in work, decision-making and the planning of the activities.

Accessible communication that supports diversity is an essential part of management and the operating culture of the organisation. Communication is used to strengthen equality and non-discrimination among internal and external target groups. Such communication promotes an open and participatory atmosphere in which everyone has the opportunity to be heard and participate without discrimination. Different readers and listeners are taken into account in communication by addressing them in an appreciating manner, avoiding stereotypes. 

At Laurea, diversity means appreciative interaction and a positive atmosphere. Laurea’s values and the atmosphere created by the personnel make the inclusion and non-discrimination of community members with different life situations possible. Equity, non-discrimination, equality and inclusion as well as interaction and the sense of community play a central role in the operating culture that promotes diversity.

At Laurea, discriminatory and inappropriate activities and harassment are addressed according to the processes drawn up in the organisation. The jointly drawn up Ethical Guidelines as well as the Degree Regulations and Laurea’s rules and regulations guide to appropriate behaviour. The activities at the institution comply with the declared objectives that promote accessibility. 

3.    Recruitment and career development

Laurea invests in open, non-discriminatory and up-to-date recruitment practices. The processes and instructions for recruitment have been determined in cooperation to ensure a recruitment process that is as open, equal, equitable and non-discriminatory as possible. Up-to-date recruitment practices ensure that attention is paid to diversity and non-discriminatory treatment of minorities at the different stages of the recruitment process. 

Laurea values employees of different ages and in different stages of their careers and supports them in different life situations: workplace well-being and coping at work are important, and the reconciliation of work, free time and family is considered an important resource. Laurea makes flexible models of remote work and work on the campus possible. Work ability is paid attention to in work planning and with the help of flexibility in terms of working hours. The personnel are treated equally, considering their different career stages.

Laurea is committed to working in accordance with the Human Resources Strategy for Researchers (HRS4R) and CoARA, and to developing the career opportunities of teachers and researchers as well as the assessment of research. The HRS4R initiative is a strategy developed by the European Commission to promote the working conditions of researchers and the appeal of research work. CoARA (Coalition for Advancing Research Assessment) focuses on developing the assessment of research. At Laurea, these principles are applied to the entire personnel. The title and pay structure of projects workers and researchers has already been clarified by building a researcher career path and a career path for RDI personnel.  

Non-discrimination in the development of competence and in progressing in one's career is ensured with appraisal discussions.  The work community development plan is updated in cooperation, and the tools and measures for competence management are included in it.

4.    Laurea’s service promise and student’s inclusion

For students, Laurea’s service promise “We are here for you at Laurea” means a promise about equal higher education study opportunities in which diversity is taken into account.  For cooperation partners, it is a promise about a partnership and systematic pedagogical cooperation.   The aim is that the service promise and the pedagogical programme support each other. According to them, students’ individual needs are taken into account in diverse groups, and the student-oriented approach and the ability to study are strengthened.  

The objective of Laurea’s service promise is to enable the inclusion of students in Laurea’s physical and digital learning environments. In practice, it means equal rights and obligations, responsibility and opportunities to influence for the members of the higher education community.  Student in turn commit to their studies and meet their obligations as a higher education students according to Laurea’s guidelines. 

Applying to a higher education institution and student admissions are part of the student’s education path. Non-discriminatory treatment, respect for diversity, and service are realised during the entire application process through the joint electronic entrance examinations of universities of applied sciences. The grounds of Laurea’s student admissions are in compliance with the Non-discrimination Act. Student admissions cover the entire application process, including joint and separate application processes. Information on the higher education institution, education and entrance requirements and practical studies in different fields is offered as support for choosing studies. Information is provided in an accessible form so that clear and correct information is easy to find on Laurea’s website. Accessibility is also realised in personal customer service, including the entrance examination, in which attention is paid to special arrangements and the transparency of the results of student admission. After having accepted the study place, the person commits to complying with Laurea’s rules and practices, which for its part promotes non-discrimination and diversity in the community.

5.    Pedagogical guidance and enabling learning 

In practice, non-discrimination in a higher education institution with working life relevance means pedagogical planning and activities in which teaching and guidance, physical and digital learning environments as well as teaching materials and methods are appropriate and accessible to all.  According to Laurea’s pedagogical programme, “Students receive expert information, guidance, and counselling to support their studies and well-being throughout different stages of their education in a timely manner. The roles of guidance are clear. Accessibility and inclusivity are considered in communications, learning environments, interaction and teaching and guidance methods.” For students, a key goal in higher education is the smooth progress of studies, the development of professional competence and finding employment matching their education.

The implementation of non-discrimination challenges the current role of the teacher. Guiding and teaching a diverse group of students requires teachers to develop and maintain their competence in pedagogical leadership.  The teacher’s clear role as a group leader makes settling in at the higher education institution easier especially for students coming from different cultural backgrounds.  Matters requiring special attention include the assessment of students’ varying initial levels and language proficiency, and selecting suitable pedagogical methods for teaching in small and large groups and for workshops and guidance. The rapid spread of artificial intelligence and its responsible use professionally are challenges that teachers face in their pedagogical leadership. 

“Laurea’s pedagogy is based on a guidance-oriented approach. Guidance activities strengthen the student's agency, capacity for action, self-directedness, participation, career planning skills, and well-being. Laurea acknowledges students' various backgrounds, needs, goals, and abilities to reflect on their own competence. Students receive equal guidance services regardless of campus, mode of implementation, or degree programme.” (Pedagogical programme 2023–2025).

6.    Student well-being and guidance services 

According to the Guidance plan (2018), guidance, advice and communication at Laurea are study services that give the student an opportunity to build their future in line with their hopes and resources. The increase in the need for guidance for the ability to study and study skills has been observed and new guidance and support measures have been developed for them. Students, teachers and teacher tutors are supported by the student well-being services and heads of student affairs that provide broad-based guidance support. Support for the ability to study and well-being is provided by counselling psychologists, special needs teachers, social worker, specialists from FSHS and Laurea’s career services. 

The student guidance provided at Laurea is multidisciplinary. Study services advises and guides in matters related to studies face to face, over the telephone and by email. The guidance services of Popup Guidance together with well-being experts provide compiled information, advice, support and guidance in general issues related to studying. The Information and Publication Services provides a wide range of support for print-disabled persons and support for accessible use of material, such as the use of immersive readers. 

7.    Digital learning environment

The accessibility of digital services means that anyone has the opportunity to use the digital services, regardless of their situation. Digital services include information systems and interfaces, online learning environments, project websites, digital learning materials, electronic publications and theses, public websites, mobile applications, the online store and other public online services. The technical implementation, ease of use, and the clarity and comprehensibility of the content must be paid attention to in an accessible online service.

Laurea commissioned accessibility statements from a third party for the online services that are used most. System administrators are responsible for promoting the elimination of shortcomings mentioned in the statement. 

8.    Accessible learning environment

The physical environment refers to Laurea’s buildings, facilities, yards and parking areas that must be accessible for their users. Accessibility means that a person with reduced mobility or a person requiring mobility aids is able to access the facilities. The facilities must also be accessible to, for example, those with impaired eyesight or hearing. The physical accessibility of Laurea’s campuses has been assessed on all campuses by using accessibility mappings in cooperation with an external evaluator. Information about accessibility at Laurea is available on Laurea’s website. The facilities, learning and work environments, and teaching and working methods comply with the principles for an accessible higher education institution.  

Closing words 

The measures for achieving the objectives set in the non-discrimination plan are recorded annually in the institution’s operating and financial plan, which is used to manage and ensure compliance with the strategy. The achievement of the objectives in accordance with the non-discrimination plan is monitored annually as part of monitoring the operating and financial plan and as part of the work of the UAS Collegium. Information about promoting the objectives is communicated in connection with Laurea’s report on its societal impact and social responsibility.