Diversity, Equality, and Inclusion at SDU

A professional and bias-aware recruitment process is essential for SDU’s ability to attract, select, and retain the most qualified candidates. Recruitment is also an important strategic tool in strengthening quality, supporting talent development, and contributing to long term organisational development.

Recruitment processes are often shaped by both formal and informal assessment criteria, network dynamics, and time-related considerations. These factors can influence decisions without this necessarily being intentional. As a result, parts of the candidate pool may not be reached, or assessments may not be based on a sufficiently transparent and academically robust foundation.  

By integrating a diversity, equality, and inclusion perspective, the quality, transparency, and perceived fairness of recruitment processes are strengthened. This helps broaden the candidate pool and increases the likelihood of attracting strong and diverse applicants. At the same time, it creates a more robust basis for decision- making and reduces vulnerability to bias.

Recruitment also affects students’ learning environments, as the composition of academic staff influences teaching, supervision, role models, and the perspectives brought into educational programmes.

GET supports leaders, HR staff, and members of appointment and assessment committees throughout the recruitment process.

How can GET support you?

We can help you with:

• Designing and strengthening inclusive recruitment processes
• Advising on the composition of committees and assessment criteria
• Strengthening the basis for hiring decisions
• Providing feedback on specific job postings, including language, structure, and profiles

We address questions such as:

• Who is involved in the process, and does the committee reflect the necessary competences and perspectives? 
• Are search committees being used, and how are candidates identified who might not otherwise apply? 
• How is the job posting formulated, and who is actively made aware of the position? 
• Do applicants have clear access to information and opportunities for dialogue? 
• Are bias-reducing measures integrated into assessment and appointment committees? 
• How are interviews structured, and are applicants given the opportunity to demonstrate their competencies? 

These initiatives contribute not only to stronger recruitment processes, but also to more diverse academic environments that students encounter throughout their education.

Testimonials:

“The workshop addressed the different stages of the recruitment process and, in a constructive and insightful way, highlighted how each stage - such as deciding on the job advertisement, drafting the posting, evaluating candidates, and conducting interviews - can be approached to ensure a broader and more diverse applicant pool. 

At the Faculty, for example, this has led to a radical rethinking of our job advertisements. We now reflect more carefully on which information is relevant to whom and how selection criteria can be formulated in a less stereotypical and more inclusive way. Since then, we have experienced a significant increase in the number of applicants, as well as a more diverse applicant pool in terms of both gender and nationality”. 

“At the department, we have gotten help from GET for writing the text in job postings in an appealing way that invited all to apply. We thought we wrote in a very balanced language and have gotten crucial new knowledge, it was a steep learning curve, about how to phrase the job postings. We had to learn to write less competitive and we already see the effect that we get more applicants, and I think we have more female qualified applicants”. 

“I have asked for help from GET on how to craft an inclusive call for a job in my group as PhD student. I received very detailed and helpful comments regarding both language and structure of the call. While I do not have enough data to provide a quantitative assessment, I was amazed on how many women applied for the position in a very traditionally male dominated area (experimental physics). The applications by women were close to 40% of the total, compared to 20% for the call I wrote 3 years ago. The application resulted in my hiring of two women.

I applied the same criteria for a call for a technical assistant (a-TAP), expecting a large majority of male applicants, and again the number of women who applied greatly exceeded my expectations”.

An inclusive workplace culture is essential for well-being, collaboration, and quality in research and education. In academic environments, exclusion can arise through subtle norms, patterns of interactions, and microaggressions that, over time, affect both individual well-being and the overall quality of the organisation.

GET supports SDU’s efforts to prevent and address sexism, sexual harassment, and other forms of inappropriate behavior. We work with leaders, staff, and students to help create safe study and work environments where boundaries are respected and where people know how to respond and seek support.

Our work is based on a systemic and research-informed understanding of how culture, norms, organisational structures - including hierarchies and power relations - and unconscious bias shape everyday behavior. Harmful actions rarely occur in isolation but exist on a continuum - from subtle comments to more serious incidents - and are connected to the structures and communities we are part of. We therefore work both with individual behavior and with the shared norms and structures that make such behavior possible. At the same time, we create learning spaces where habits, automatic reactions, and organisational norms can be challenged in ways that support sustainable cultural change.

How can GET support you?

We offer advisory support, capacity building, and sparring for the entire organisation - including leaders, staff, and students.

We can help with:

• Workshops focusing on awareness, norms, bias, and opportunities for action 
• Facilitating dialogues within teams and departments/units 
• Developing inclusive practices and structures 
• Sparring for leaders on handling complex and sensitive situations  

We address questions such as:

• What norms and patterns of interaction shape the working environment? 
• When does behavior become inappropriate, and how should it be addressed? 
• How can leaders and colleagues respond appropriately in specific situations? 
• Are there clear and well-known pathways for students and staff to seek support or take action? 
• How can preventive measures be strengthened within a department or unit? 

An inclusive workplace culture is essential for well-being, collaboration, and quality in research and education. In academic environments, discrimination and exclusion can arise through both formal structures and more subtle practices, including microaggressions, which over time affect both individual well-being and the overall quality of the organisation.

GET supports efforts to prevent and address discrimination, unequal treatment, and microaggressions. We work with leaders, staff, and students to strengthen understanding of how behavior, norms, and relationships shape everyday experiences - and how to respond professionally and constructively in practice.

Our work is based on a systemic and research-informed understanding that discrimination rarely occurs as isolated incidents but emerges through the interaction of culture, norms, formal and informal hierarchies, power relations, and organisational structures. 

Microaggressions can be difficult to recognise and address in the moment, but they can accumulate over time and affect well-being, sense of belonging, minority stress, and psychological safety. At the same time, the specific conditions of academia - including dependency relationships, temporary positions, and strong academic hierarchies - can intensify these dynamics. Therefore, we work both with individual reflection and organisational development, with a focus on creating more inclusive and sustainable practices.

How can GET support you?

We offer advisory support, workshops, and facilitated dialogues for the entire organisation - including leaders, staff, and students. Our support includes:

• Workshops on discrimination, microaggressions, bias, and psychological safety, grounded in academic practice 
• Facilitating dialogues within teams, departments and units on culture, collaboration, and inclusion 
• Advisory support on group dynamics and working environment, with a focus on norms, communication, and informal hierarchies 
• Advisory support on language, communication, and inclusive everyday practices  

We address questions such as:

• How do discrimination and microaggressions manifest in practice? 
• When does behaviour become exclusionary, and how can people respond appropriately? 
• How do norms, hierarchies, and relationships affect collaboration and well-being? 
• How can greater psychological safety be created within a department or unit? 
• What concrete actions can strengthen inclusion in everyday practice? 

The aim is to support the development of respectful, collaborative, and inclusive environments that strengthen well-being, job satisfaction, and the quality of research and education. 

Preventing discrimination and microaggressions is not only about individual behaviour – it is also about developing the structures, relationships, and norms that shape everyday life in academia.

Testimonial: 

“At the department we invited GET to give a 3-hour session at department level about micro aggressions and minority stress. Almost all staff participated and the involvement from the department was amazing. The content of the seminar was mind-opening and many of us felt seen during the session. If we were to choose one thing to work with within DEI it would be this theme. It is exactly what is needed to move towards inclusive work environments. I will recommend this session to any department”.  

Integrating gender and diversity dimensions into research is crucial for quality, relevance, and innovation. When research design, methods, data, and analysis take different bodies, life circumstances, and social positions into account, it strengthens both the validity of results, their applicability, and their contribution to more equitable and inclusive solutions.

GET supports researchers, research leaders, and funding advisers in integrating gender and diversity dimensions throughout the research process - from idea development to methodological choices, analysis, and impact. Strong integration also strengthens SDU’s international competitiveness, particularly in relation to EU requirements and expectations, where the integration of gender and diversity is becoming an increasingly important component of programmes such as Horizon Europe.

This also has implications for education, where integrating gender and diversity perspectives can strengthen the quality and relevance of teaching and support students’ ability to work analytically and inclusively with complex issues.

 Failing to integrate gender and diversity perspectives can lead to bias in both research results and their applications - including in technology development and policymaking. Examples can be found across sectors, from medical research based on homogeneous test populations to technical standards developed around narrow user groups. 

Conversely, extensive evidence shows that systematically integrating these perspectives strengthens innovation potential, increases relevance and broadens applicability.

How can GET support you?

We offer advisory support, workshops, and tailored guidance for researchers and research environments. Our support includes:

• Integration of gender and diversity dimensions in research design, methods, data, and analysis 
• Guidance on research proposals, including Horizon Europe projects 
• Workshops and presentations on gender and diversity in research 
• Development and use of tools, guides, and resource packages 
• Updates on EU requirements and international developments

We address questions such as:

• When are gender and diversity relevant parameters in research? 
• How can they be meaningfully integrated into research design and methodology? 
• What are the consequences i of not considering them? 
• How can quality and impact be strengthened through a gender and diversity dimension? 
• How can requirements from programmes such as Horizon Europe be addressed in practice?

The aim is to strengthen researchers’ ability to incorporate systematic analyses and methodological approaches so that gender and other diversity parameters are considered from start to finish in design, methodology, data, outputs, and impact. This contributes to more robust research and more sustainable solutions to complex societal challenges.

The ability to respond to inappropriate or boundary-crossing behaviour is essential to creating a safe and inclusive study and working environment. In many situations, it is not a lack of intention that prevents people from intervening, but uncertainty about how to act. The bystander perspective helps frame the handling of inappropriate behaviour as a shared responsibility, rather than an individual burden.

GET offers bystander training for staff and students with a focus on strengthening participants’ ability to act s in situations where they experience or witness offensive, discriminatory, or otherwise problematic behaviour. Bystander training is an important tool in preventing sexism, discrimination, and microaggressions.

The training is based on well-documented principles of active bystander intervention and translates them into concrete, practical strategies that can be applied in everyday situations. The focus is both on recognising situations and responding in ways that are appropriate, safe, and sensitive to context.

How can GET support you?

We offer workshops and training programmes tailored to students, staff, and leaders. 
Our support includes:

• Training in recognising microaggressions, exclusion, and other forms of inappropriate behaviour 
• Introduction to different response strategies – direct, indirect, and follow-up actions 
• Strengthening participants’ understanding of the psychological mechanisms that can make it difficult to respond 
• Working with cases and scenarios drawn from participants’ everyday experiences 

We address questions such as:

• When should you intervene – and how? 
• What response options are available in different situations? 
• How can you intervene without escalating the situation? 
• How can you support a colleague or a fellow student who has been affected? 
• How can small actions contribute to broader cultural change? 

The aim is to strengthen both individual capacities to act and a shared sense of responsibility for the work and study environment. When more people actively respond to inappropriate behaviour – even in seemingly small situations – it helps prevent sexual harassment, bullying, and discrimination, and supports the development of a culture characterised by safety, respect, and clear norms.

An inclusive meeting culture is essential for collaboration, well-being, quality, and knowledge sharing in research, education, and study environments. Meetings are often where decisions are made, ideas are developed, and collaboration takes shape. The way meetings are facilitated therefore has a significant impact on who is heard and which perspectives are brought forward.

Without conscious structure and facilitation, important perspectives risk being overlooked. Differences in working styles, experience, and position - as well as informal norms and power dynamics - can influence participation and impact in meetings, particularly for staff in more vulnerable positions. Inclusive meeting practices help ensure that more voices are heard while strengthening both professional and social processes. This is also relevant in teaching and study-related contexts, where facilitation affects participation, engagement, and learning outcomes.

GET supports the development of inclusive meeting cultures through observation, advisory support, and capacity building. We work with leaders, meeting facilitators, and teams to strengthen meeting structure, participation, and the overall quality of collaboration.

How can GET support you?

We offer advisory services, workshops, and tailored programmes for leaders, meeting facilitators, and organisational units.

Our support includes:

• Observation of meetings followed by feedback and concrete recommendations 
• Development of inclusive meeting structures and facilitation practices 
• Workshops on inclusive meeting practices and participation 
• Advisory support on meeting purpose, participant composition, and meeting formats 
• Development of tools for systematic feedback and continuous improvement

We address questions such as:

• Who is heard - and who is not? 
• How do meeting structure and facilitation influence participation? 
• Which informal norms and power dynamics shape meetings? 
• How can a wider range of perspectives be brought into play? 
• How can meetings be both effective and inclusive? 

The aim is to strengthen meetings as important spaces for collaboration, where more people can contribute actively and where diverse perspectives, experiences, and working styles are recognised as resources. An inclusive meeting culture contributes to greater well-being, better decision-making, and higher quality outcomes.

Neurodiversity refers to the natural variation in the ways people think, perceive, and engage with the world. In university settings, this diversity has important implications for well-being, collaboration, and the quality of research and education.

GET supports the development of inclusive study and work environments where both neurodivergent and neurotypical staff and students can thrive and realise their potential. Our approach is research-informed and grounded in a strengths-based understanding of neurodiversity.

Neurodivergent profiles – for example in relation to ADHD, autism, or dyslexia - may involve both specific strengths and particular needs, for example in relation to structure, communication, and working environments. At the same time, the conditions of academia - including a fast pace, informal norms, and complex expectations - can create barriers to participation and well-being. There is no one-size-fits-all solution, and ongoing dialogue about needs and conditions is essential for developing effective practices. More intentional and structured approaches can help reduce these barriers, while strengthening both well-being and quality - benefiting all staff and students.

How can GET support you?

We offer advisory support, capacity building, and tailored guidance to leaders, staff, students, and organisational units.

Our support includes:

• Workshops on neurodiversity with a focus on understanding, barriers, and practical approaches in academic contexts 
• Advisory support on inclusive practices in teams, teaching, and meetings 
• Development of structures, routines, and communication practices that support predictability and participation 
• Development of guidelines and tools tailored to the needs of specific departments and units 
• Facilitation of dialogues on needs, barriers, and possible solutions

We address questions such as:

• How can neurodiversity be understood and addressed in practice? 
• What types of barriers may arise in academic environments? 
• How can structure, communication, and expectation alignment support broader participation? 
• How can the strengths of neurodivergent individuals be better utilised? 
• How can environments be designed to support both well-being and quality? 

The aim is to support the development of study and work environments where variation in cognitive and communicative style is recognised as a resource. With the right conditions in place, neurodiversity can contribute to greater well-being, stronger collaboration, and higher quality in research and teaching.

Mentorship programmes are an important tool for supporting career development, well-being, and inclusion in academic environments. They contribute both to individual progression and organisational learning by identifying barriers and supporting the development of more inclusive practices.

GET supports the development and implementation of mentorship programs, including initiatives aimed at early-career researchers such as PhD students, postdocs, and assistant professors. We work to ensure that mentorship programmes both strengthen individual participants and help address the “leaky pipeline” through increased well-being, diversity, and more sustainable career pathways. Mentorship is seen not only as individual support but also as a way to generate insight into organisational barriers and opportunities for development.

We offer advisory support, facilitation, and tailored guidance for faculties, departments, units and research environments.
Our support includes:

• Designing and developing mentorship programmes based on research-informed knowledge and experience 
• Facilitating mentorship programs, including the Mentoring for Change program at SUND 
• Advisory support on the selection and support of mentors and mentees 
• Developing frameworks, expectation alignment, and tools for mentoring and group coaching 
• Evaluating and further developing existing programmes

We address questions such as:

• How can mentorship programmes support both career development and inclusion? 
• What structures and frameworks create effective mentoring relationships? 
• How can mentor - mentee relationships contribute to organisational learning? 
• How can barriers in career pathways be identified and addressed? 
• How can mentorship programmes help adress the “leaky pipeline”? 

The aim is to strengthen both individual career development and organisational development. Mentorship programmes create space for reflection, networking, and strategic guidance in navigating academic structures, while experiences from these programmes can help inform the development of more inclusive organisational practices. They can also support students’ transition into research careers and contribute to greater inclusion in academic career pathways.

Menopause is a life stage that can affect well-being, working life, and participation in workplace communities. With increasing nationally and international attention, it has become an important area in efforts to promote occupational health, equality, and inclusion.

GET supports the development of menopause-friendly workplaces through knowledge sharing, dialogue, and practice development. The aim is to strengthen understanding of menopause as a natural stage of working life and to create environments where employees can thrive throughout different life phases.

Menopause is experienced differently by each individual, but in some cases, it can affect energy levels, concentration, sleep, well-being, and work capacity. At the same time, stigma and a culture of silence can make it difficult to talk about the topic in workplace settings. A more open and structured approach can help reduce these barriers and support well-being, retention, and sustainable career pathways. This also affects the organisation’s ability to retain experienced employees.

How can GET support you?

We offer presentations, workshops, and facilitated dialogues for the entire organisation - including leaders, HR, occupational health and safety representatives, and employees.
Our support includes:

• Presentations on menopause from a working-life perspective 
• Workshops on well-being, work environment, and inclusion across life stages 
• Advisory support for leaders and units on practical support and accommodations 
• Facilitation of dialogues that reduce stigma and strengthen shared understanding 
• Development of local approaches, action guides, and guidelines

We address questions such as:

• How does menopause affect working life and well-being? 
• How can the workplace provide better support during this life stage? 
• How can leaders discuss the topic in a safe and professional way? 
• How can existing occupational health and work environment initiatives support this area? 
• How can stigma and a culture of silence be reduced? 

The aim is to support the development of workplaces where life stages as recognised as an important part of the working environment. Menopause-friendly practices can contribute to greater well-being, retention, and more sustainable career pathways.

Written communication plays a central role in how organisations communicate values, priorities, and expectations. Word choice, structure, and framing influence who feels addressed and how messages are understood and acted upon. This is also relevant for communication aimed at students, where inclusive language and clear communication can support access, understanding, and a sense of belonging.

GET supports the development and refinement of job postings, policies, strategies, and other written materials with a focus on diversity, equity, and inclusion (DEI). The aim is to ensure that   organisational communication is clear, inclusive, and aligned with professional standards, legal requirements, and strategic goals. 

How can GET support you?

We offer text review, advisory support, and quality assurance for materials aimed at leaders, HR, and organisational units.
Our support includes:

• Feedback on job postings with a focus on inclusion, reach, and tone 
• Advisory support on policies, strategies, and guidelines from a DEI perspective 
• Reviewing language, terminology, and phrasing to ensure clarity and inclusion 
• Identifying and rephrasing implicit bias in texts 
• Adapting communication to different audiences and contexts

We address questions such as:

• Who does the text address - and who might unintentionally be excluded? 
• How do language and framing influence how messages are understood? 
• Does the text contain implicit assumptions or biases? 
• Are the messages clear, consistent, and aligned with the organisation’s values? 
  
• How can the text strengthen both inclusion and organisational quality? 

The aim is to strengthen the quality, clarity, and impact of organisational written materials. More intentional and inclusive communication can help reach broader audiences, support strategic goals, and strengthen organisational credibility and cohesion.

Testimonials:

“At the department, we have gotten help from GET for writing the text in job postings in an appealing way that invited all to apply. We thought we wrote in a very balanced language and have gotten crucial new knowledge, it was a steep learning curve, about how to phrase the job postings. We had to learn to write less competitive and we already see the effect that we get more applicants, and I think we have more female qualified applicants”. 

“I have asked for help from GET on how to craft an inclusive call for a job in my group as PhD student. I received very detailed and helpful comments regarding both language and structure of the call. While I do not have enough data to provide a quantitative assessment, I was amazed on how many women applied for the position in a very traditionally male dominated area (experimental physics). The applications by women were close to 40% of the total, compared to 20% for the call I wrote 3 years ago. The application resulted in my hiring of two women.  

I applied the same criteria for a call for a technical assistant (a-TAP), expecting a large majority of male applicants, and again the number of women who applied greatly exceeded my expectations”.