Diversity, equity and inclusion at the University of Oulu

Tips for responsible interaction

• Ensure that everyone has the opportunity to speak and be heard in the discussion.
• Listen without interrupting or starting side discussions.
• Be curious and open; avoid judging or making assumptions.
• Respect others’ experiences and self-definitions. Avoid generalising your own experiences and making assumptions about others’ lives or identities.
• Ask, if you do not quite understand.
• Take time to reflect, be present, and make room for incompleteness.
• Try to use language that is respectful and understandable to all participants.
• Do not disturb others verbally, physically, or through staring.
• If you receive criticism, approach it constructively and with compassion. Try to see your own and others' mistakes as part of learning.
• Change your behaviour if you are notified about your inappropriate behaviour.
• Recognise your position and privileges; give space in the discussion particularly to those who are personally affected by the topic.
• Recognise your own assumptions and prejudices and critically examine your thinking.
• Respectfully address inappropriate speech; assertively but non-judgmentally bring up the issues you find unacceptable.
• In interaction situations that you find difficult, you are free to take part to the extent that is possible for you at the moment.

Tips for inclusive language

Inclusive language is considerate and respectful of the diverse backgrounds and characteristics of community members. Inclusive communication aims to recognise and avoid normative assumptions in language use that may lead to marginalisation.

Below are some examples of inclusive terminology. However, inclusive language is not just about terminology, but above all about the ability to listen and the desire to learn to see the world from different perspectives.

• Clear language is often also inclusive. Think about whether you can replace difficult terms by saying things in more general terms.
• In Finnish, the pronoun hän does not differentiate between genders, but in English the pronouns she/her, he/his, they/them are used. If there is no need to differentiate between genders or if there is no certainty, use the pronouns they/them. Respect the pronoun the person uses/desires to use.
• If possible, replace gendered terms with equivalent neutral terms. The Equality and Diversity Committee reviews job titles at the university level and makes proposals to HR services for changes.
• Instead of masculine or feminine words (e.g. emeritus/emerita, alumnus/alumna), it is recommended to use the neutral form of the word (emerit, alum; plurals emeriti, alumni). Respect the form used/desired by the person.
• Speak only of what is relevant: if the person's ethnicity, nationality, gender or other characteristic is not relevant to the context, it should not be mentioned. For example, when talking about staff, consider whether it is necessary to mention the employee's background: international staff vs. staff.
• Mention the person first, and the characteristics second (if they need to be mentioned). For example: a student who needs individual study arrangements.

The University of Oulu aims to take into account the diversity of users in all electronic communications. The aim is to ensure that different users can use the services and their content in different situations, with different devices and, where necessary, with assistive tools.

The accessibility of the university's digital services is assessed and developed in accordance with the principle of continuous improvement and consideration of accessibility is also included in agreements with partners. In addition, staff are provided with training and guidance to ensure accessible content. The goal is that each employee takes accessibility into account in their work.

Accessible parking, entrances and toilets are provided on the Linnanmaa and Kontinkangas campuses. Lecture halls and lobbies have been equipped to better serve the hearing and visually impaired.

Accessibility survey have been carried out on the campuses and a corrective action plan has been made in 2024. The repair plan takes into account the following issues: handrails and support handles, unobstructed access routes, e.g. thresholds, ramps and lift access options, and door automation. Attention will also be paid to signs and lighting. Corrective measures have been initiated.

Linnanmaa campus map (pdf)
Kontinkangas campus map (pdf)

In addition to the accessibility of facilities and digital services, the accessibility of studies is improved by providing guidance and counselling services and support in special challenges for learning. Where appropriate, accessibility can also be improved through individual study arrangements. Consideration of accessibility in the planning of teaching and study arrangements helps different students to participate in teaching on an equal basis.