The social dimension should be central to higher education strategies at system
and institutional level, as well as at the EHEA and the EU level. Strengthening the
social dimension of higher education and fostering equity and inclusion to reflect
the diversity of society is the responsibility of a higher education system as a whole
and should be regarded as a continuous commitment.

Guidelines

Strategic commitment - targets

Strategic commitment to the social dimension of higher education should be aligned
with concrete targets that can either be integrated within existing higher education
policies or developed in parallel. These targets should aim at widening access,
supporting participation in and completion of studies for all current and future
students.

Broad based dialogue

In the process of creating strategies there should be a broad-based dialogue between
public authorities, higher education institutions, student and staff representatives
and other key stakeholders, including social partners, non-governmental
organisations and people from vulnerable, disadvantaged and underrepresented
groups. This broad-based dialogue is to ensure the creation of inclusive higher
education strategies that foster equity, diversity and are responsive to the needs of
the wider community.

Indicators

Existence of a system level strategy, or a similar major policy document, on social dimension of higher education, which strengthens diversity, equity and inclusion of students.

Public authorities should develop a strategy or a major policy document on social dimension enhancement in higher education to improve study conditions of underrepresented, disadvantaged, and vulnerable students and to create an inclusive environment in higher education. The strategy or major policy document should take into account all the Principles and Guidelines on Social Dimension.

Existence of a system level strategy, or a similar major policy document, on social dimension of higher education, which strengthens diversity, equity and inclusion of staff

Public authorities should develop a strategy or a major policy document on social dimension enhancement in higher education that improves working conditions of underrepresented,disadvantaged and vulnerable staff and creates an inclusive environment in higher education.
It is important to incentivise higher education institutions to have inclusive human resources policies, that pay attention to recruitment in particular, so that the composition of staff reflects the diversity of society.

Strategies and policies on social dimension of higher education have specific and measurable targets that are assessed and monitored by responsible bodies within concrete timeframes

Public authorities should periodically assess the implementation and impact of the national
strategies and policies, together with stakeholders, and monitor whether the selected targets
are reached within proposed deadlines. Public authorities should ensure that an appropriate
body has the mandate to monitor the social dimension strategies and policies of higher
education institutions. Based on national contexts, external quality assurance frameworks
could be used for monitoring the implementation of social dimension strategies and policies
at higher education institutions.

Broad-based dialogue with stakeholders in higher education is fostered and incentivised by the public authorities in the process of developing system-level and institutional strategies and policies on social dimension of higher education.

Public authorities should co-create strategies and policies on diversity, equity and inclusion
with a wide range of stakeholders, including higher education institutions, student and staff
representatives, social partners, non-governmental organisations and people from
underrepresented, disadvantaged and vulnerable groups. Public authorities should
incentivise higher education institutions to co-create strategies and policies on diversity,
equity and inclusion at institutional level and to assess their impact with a wide range of
stakeholders.