| Overall Rating | Gold |
|---|---|
| Overall Score | 65.78 |
| Liaison | Imad Alsyouf |
| Submission Date | March 4, 2022 |
University of Sharjah
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
1- The University of Sharjah has established a Disability Resource Center that is intended to be a source of support for people with disabilities, which assumes the responsibility of inclusion, integration, and empowerment. To achieve this goal, the Center employs a comprehensive and integrated work system that takes care of people with disabilities from the time of their enrollment in the University and continues well beyond their graduation.
Goals can be viewed:
https://www.sharjah.ac.ae/en/Administration/DRC/Pages/default.aspx
Scorecard is attached
2-The Sustainability Office established two Sustainability Circles related to evaluating equity.
1- People with Disability Circle
https://www.sharjah.ac.ae/en/Administration/Sustainability/sc/Pages/pod.aspx
2- Equity Circle
https://www.sharjah.ac.ae/en/Administration/Sustainability/sc/Pages/eq.aspx
These Circles are working to assess diversity and equity on campus, to ensure academic, social, and services equal access to all community members.
For the education field:
A survey for Measuring Social Responsibility of Faculty Members of Higher Education about
Disability, Senior Citizens, Gender Equality, and Curtailing Gender Inequality have been distributed to all faculty members to pave the way to
recommendations that would further support and enhance efforts exerted for the purpose of elevating social awareness.
Survey: https://forms.office.com/Pages/ResponsePage.aspx?id=ui664CVUm02yS_D0hFvPYi0vXbwH8xhEnciMur4FC0dUOTgwNDdKMkxOVUoyMjgzVDE3UFA2VkVFUy4u
A Survey on Measuring Corporate Social Responsibility of Providing Field Training for Students with Special Needs: A Sample from the University of Sharjah- UAE
measuring how aware are institutions and bodies responsible for the social responsibility of providing field or onsite training for students with special needs. Thus, you are kindly requested to answer the questions with complete transparency as your answers will pave the way to recommendations that would further support and enhance efforts exerted for the purpose of elevating and developing the quality of onsite or field training in higher education institutions. The information obtained will be used for scientific research purposes only and will be completely confidential.
A survey to measure the availability of continuing education and professional development programs related to gifted, elderly, women, disability, and chronic diseases in order to produce results that support the efforts made to advance continuing education and professional development. (Survey is in Arabic)
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Now the outcomes of the survey are to be analyzed.
For disabled students, staff, and faculty members, in education and facilities recommendations have reported to higher management and responsible parties.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The Equity Sustainability Circle, recently established at the Sustainability Office, and works on the following goals:
Involving women in decision-making - committees (measuring the percentage of women's voice in decision-making)
Employee Rights Policy
Consolidating the values of tolerance, communication and coexistence in society and openness to human cultures (for example, the year of tolerance, planting the Ghaf tree - the year of tolerance - planting the Ghaf tree, a symbol of tolerance
Labor and Workers Rights - Gathering information from the Planning and Enterprise Administration Department about the allowance and bonuses for low-income workers
Measuring levels of awareness in the field of tolerance and equality
The institution's response to discrimination and racism in the event of complaints received
The Equity Sustainability Circle, recently established at the Sustainability Office, and works on the following goals:
Involving women in decision-making - committees (measuring the percentage of women's voice in decision-making)
Employee Rights Policy
Consolidating the values of tolerance, communication and coexistence in society and openness to human cultures (for example, the year of tolerance, planting the Ghaf tree - the year of tolerance - planting the Ghaf tree, a symbol of tolerance
Labor and Workers Rights - Gathering information from the Planning and Enterprise Administration Department about the allowance and bonuses for low-income workers
Measuring levels of awareness in the field of tolerance and equality
The institution's response to discrimination and racism in the event of complaints received
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.