| Congratulatory
Message |
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| Preface |
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| SNU Diversity at a Glance |
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| I. Introduction |
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| II. Diversity Among People |
1. Outline of Organizations and People |
1.1. Institutional Structure of SNU |
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1.2. People |
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2. Distribution of Faculty and Students |
2.1. Introduction |
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2.2. Distribution by SNU Educational Organization |
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2.3. Distribution by Department |
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3. Female
Tenure-Track Faculty (TF) and Female Students |
3.1. Introduction |
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3.2. Distribution of Departments by Proportion of Female TF |
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3.3. Proportion of Female Students and Female TF by SNU
Educational Organization |
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3.4. Trends in the Proportion of Newly-Appointed Female TF
Since 2000 |
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3.5. Trends in the Proportion of Female TF Since 2000 |
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3.6. Proportion of Female TF by Rank |
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4. Diversity in Academic Background Among Tenure-Track Faculty
(TF) |
4.1. Introduction |
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4.2. Undergraduate University of Origin of Domestic TF |
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4.2.1. Distribution by Rank |
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4.2.2. Distribution by Gender |
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4.3. Country in Which Final Degree of Domestic TF Was Obtained |
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4.3.1. Distribution by Rank |
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4.3.2. Distribution by SNU Educational Organization |
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4.3.3. Distribution by Country of Study |
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4.3.4. Distribution of Undergraduate University of Origin and
Country in Which Final Degree was Obtained |
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4.4. International TF |
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4.4.1. Distribution by Rank and Gender |
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4.4.2. Distribution by SNU Educational Organization |
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4.4.3. Trends in Appointment |
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5. Non-Tenure-Track Faculty and Researchers |
5.1. Introduction |
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5.2. Endowed Professors and HK Professors |
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5.2.1. Endowed Professors |
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5.2.2. HK Professors |
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5.3. Non-Tenure-Track Educational Faculty |
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5.3.1. Group Composition |
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5.3.2. Distribution |
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5.4. Non-Tenure-Track Research Faculty |
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5.4.1. Group Composition |
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5.4.2. Distribution |
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5.5. International Non-Tenure-Track Faculty and Researchers |
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5.5.1. Distribution Among Non- Tenure-Track Faculty and
Researchers |
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5.5.2. Country of Origin |
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6. Students with Diverse Socioeconomic
Backgrounds |
6.1. Introduction |
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6.2. Admission of Diverse Students |
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6.3. Financial Support |
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6.4. Graduate Students |
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6.5. International Students |
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7. Staff with Diverse Working Conditions |
7.1. Introduction |
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7.2. Explanation of Contract Types |
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7.3. Distribution by Contract Type and Gender |
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7.4. Distribution by Institution Type and Gender |
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7.5. Distribution by Hiring Year and Gender |
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7.6. Assistants |
| III. Representation and
Participation in Governance |
1. Introduction |
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2. Major
Administrative Appointments |
2.1. Distribution by Rank |
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2.2. Distribution by Gender |
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3. Participation in Major Committees |
3.1. Committees Established by the SNU Articles of Association
or University Regulations |
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3.2. SNU Senate |
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4. Gender
Equality in Decision-Making Bodies |
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| IV. Support for University
Life |
1. Introduction |
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2. Support for Faculty and Staff |
2.1. The New Faculty Orientation Program |
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2.2. Faculty Development Programs |
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2.3. Education for Staff |
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3. Support for Students |
3.1. Changes in Tuition Fees |
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3.2. Scholarships |
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3.2.1. Regular Scholarships |
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3.2.2. Scholarships for International Students and
International Exchange |
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3.2.3. Monthly Living Expenses Paid Scholarship |
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3.3. Support for Studying and Living |
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3.3.1. Office of Student Affairs Programs |
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3.3.2. Office of International Affairs Programs |
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3.3.3. Educational Organization Programs |
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3.3.4. Center for Teaching and Learni |
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3.3.5. Affiliated Facilities Programs |
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4. Support for Students with Disabilities |
4.1. Current State of Enrollment |
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4.2. Support Facilities and Services |
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5. University Life |
5.1. Housing Support |
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5.1.1. Faculty Housing |
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5.1.2. Staff Housing |
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5.1.3. Student Housing |
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5.2. Food Service Facilities |
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5.3. Student Welfare Facilities |
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6. Work-Life Balance |
6.1. On-Campus Day Care Centers |
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6.2. Lactation Rooms |
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6.3. Leave |
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6.4. Stop Tenure Clock System |
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6.5. Student Leaves of Absence |
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6.6. Extension of Dissertation Submission Policy |
| V. Academic Activity and
Perceptual and Cultural Diversity |
1. Introduction |
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2. Educational and Research Exchange |
2.1. Scholar Exchange |
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2.1.1. Overseas Postings of Faculty |
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2.1.2. International Visiting Scholars |
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2.2. International Exchange Agreements |
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2.3. Student Exchange |
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2.3.1. Participation of SNU Students in International Exchange
and Visiting Student Programs |
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2.3.2. International Exchange or Visiting Students at SNU |
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2.3.3. Domestic University Credit Exchange Program |
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3. Courses
Taught in a Foreign Language |
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4. Diversity Education |
4.1. Courses Related to Diversity |
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4.2. Case Study of an Overseas University |
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4.3. Good-Hearted Talent Courses |
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4.4. The SNU Human Rights Center’s Human Rights and Gender
Equality Education |
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5. Diversity Policy Research |
5.1. Overview of Diversity-Related Policy Research |
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5.2. The SNU Diversity Council’s 2016 Research Projects |
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5.2.1. “How to Improve Faculty Diversity at SNU” |
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5.2.2. “SNU Diversity Climate Survey” |
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6.
Diversity-Related Institutions |
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| VI. Summary and Policy Suggestions |
1. Summary |
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| 2. Major Policy Suggestions for 2017 |
2.1. Central Administrative Measures to Promote Diversity in
Faculty Appointments |
| 2.2. Stipulation of Proportion
of Female Tenure-Track Faculty in Major Committees |
| 3. Proposed Action Plans |
3.1. Short-Term (1-2 Year) Action Plans |
| 3.1.1. Precise Classification
of Job Duties and Current Situations of People |
| 3.1.2. Collection of
Additional Statistical Data |
| 3.1.3. Development of
Diversity Indicators |
| 3.1.4. Expansion of Support
for International Faculty |
| 3.2. Medium- and Long-Term
(3-5 Year) Action Plans |
1-10_2016 SNU Diversity Report.pdf
(4.4M)
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DATE : 2021-05-03 16:28:12
The “SNU Diversity Report 2016”, the first such publication in South Korean higher education, investigated five main topics: overall diversity among the members of the SNU community; representation in the hiring of faculty and in decision-making bodies; marginalized groups; support for academic and living activities; and respect for the value of diversity in the university’s operations. It suggested a new system of classifying the people of the university and, for all academic departments, calculated both the percentage of women among undergraduate students, graduate students, and tenure-track faculty and the larger diversity ratio (representing women, those who received their undergraduate degree at another university, and foreigners) among tenure-track faculty. Based on these analyses, the report raised the problems of uneven gender ratios among both students and faculty and argued for increased hiring of female faculty.