EQUALITY GUIdE - KU Leuven

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Chapter 1 Personnel development and organisational culture Yanna Van Wesemael (VUB) Machteld De Metsenaere (VUB) 1. Introduction 1.1. Problem definition In the last few years, many public organizations in Flanders have started working on a diversity or equal opportunities policy, undertaking actions like incorporating deontological codes in their company regulations, introducing quotas, paying special attention to the content of job openings, etc. Organizations can actually undertake many actions at local level exceeding official regulations; it mainly depends on the goodwill of the management and (the needs) of personnel. The effect of those actions can then be measured by counting the number of women (or members of the other target groups) working in the company, the number of hours a week, etc. However, counting is not the only way in which the effect of a diversity policy can be measured. It is equally important to know how people react to all those actions during their daily work and how those actions affect their working climate. The effects of incorporating a diversity policy may involve several steps over several years. That’s why it was important to create an instrument that could be used every x years and include all members of personnel. Consequently, we opted for a survey that would measure how people perceive their working climate and how they think about equal opportunities and related initiatives and services. Comparing those data with personal data can give information about the needs of certain groups on this matter. The instrument can be considered as a tool to make people aware of and talk about equal opportunities and to make them realize that the organization is working on it. 1.2. Context VUB The Vrije Universiteit Brussel (VUB) stands for principled academic education and scientific research, both with strong roots in society. The VUB educates critical, independent thinkers in an open atmosphere of free inquiry, freedom, tolerance and diversity. Hence for the Vrije Universiteit Brussel the implementation of an equal opportun-
24 Equality Guide ities policy has become a substantial part of the university’s identity. Opting for diversity is considered a considerable added value. Making the most of the talents of women, ethnic minorities, foreigners, people with disabilities or of a different sexual orientation, is a matter of justice and democracy and does prevent the university from wasting significant (human) resources that might otherwise contribute to a high-quality university and a more agreeable working environment. If the University can educate members of socially disadvantaged groups to be critical, independent thinkers, it is also contributing to more democracy and fighting social exclusion. Moreover education plays a role in developing tolerance. The university considers itself as a progressive scientific laboratory for social movements and social changes. It does not limit its educational task to academic teaching, but wants to instil the skills for living and working in the complex society of the future into young people. Or, to quote Daryl G. Smith’s words: “In viewing diversity not only as an issue of social justice for those who have been excluded, and not only as an issue of creating a supportive climate for increasing numbers of students, but also as an issue of educational purpose for all students, the discussions about diversity go to the heart of education” 18 . Learning to learn and live with others is one of the most important skills. The VUB uses the model of inclusive diversity as a frame of reference for its diversity policy. The basis of this model is the assumption that the interaction between personal characteristics and environmental characteristics can lead to an inequality situation. This model is inspired by Fougeyrollas’ 19 handicap creation model that states that an inequality situation is created and is not static. In other words the situation and the interaction with others and/or with the context play an important role in a person feeling more (or less) disabled. Not only physical and psychological factors can lead to a handicap situation, but also factors like gender, cultural background, social-economic background and sexual orientation. A simple example is the white male middleclass work and education culture that can be dominant in universities. Women or students from another ethnic-social background can be confronted with an inequality situation when working or studying at the university. For pragmatic reasons, the VUB focuses its diversity mission and policy (and thus the diversity survey) on certain target groups. Those groups are: women, ethnic minorities, persons with physical, psychological or learning disabilities, LGBT (lesbian, gay, bisexual, transgender) persons, international students, work students and students performing sports at high level. On the other hand, even if diversity is a substantial part of a university’s mission statement, it may not interfere with the university’s common values also stated in the mission statement. That is why the Vrije Universiteit Brussel points out the conditions of 18 19 Smith, D.G. (1995). ‘Organizational Implications of Diversity in Higher Education’. In: Diversity in Organizations: New Perspectives for a Changing Workplace (Martin M. Chemers, Stuart Oskamp & Mark A. Costanzo eds.). Fougeyrollas, P. (1995). ‘Documenting Environmental Factors for Preventing the Handicap Creation Process: Quebec Contributions Relating to ICIDH and Social Participation of People with Functional Differences’. In: Disability and Rehabilitation, 17 (3-4): 145-53.
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References General introduction Bla
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