Mission statement

Cooperation, the design of research and teaching as well as the perception of our social responsibility are characterized by diversity-sensitive communication, mutual appreciation and a democratic and non-discriminatory approach. As a result, all people at the university - students, teachers, lecturers, academics and administrative staff - are equally able to develop their skills and abilities. At the same time, we are committed to the necessity of reflection, which is necessary on an ongoing and long-term basis in order to see diversity as potential and to derive added value from it. There are various opportunities to reflect on the assumptions, attributions, stereotypes and prejudices that guide our everyday behavior and restrict how we shape the space for others to develop, which are also important spaces for internal networking, sharing experiences and reducing insecurities. We see awareness of the mechanisms of (individual, institutional and structural) direct and indirect discrimination and the ability to reduce it as a key competence that is central to everyday interaction at a non-discriminatory and diversity-sensitive university.

What employees and students are expected to do, what responsibilities they are given and what skills and abilities are ascribed to them is based on an organizational culture of recognition, appreciation and support and is not subject to stereotypical assumptions. By anchoring diversity-sensitive structures and processes in the organization, the University of Graz creates spaces for participation and opportunities, places where everyone can be heard and listened to. This makes the university a place where everyone feels comfortable and can develop optimally.

Academic research on socio-cultural manifestations, causes and consequences of progressive social differentiation and the question of how to shape social order under these conditions is conducted at our university in (inter)disciplinary projects in (gender) sociology, history, theological women's and gender studies, social and gender education, cultural anthropology, human resources policy, law, American studies, linguistics, (historical) demography, gerontology and many more. In designing a diversity-sensitive study and work environment, we benefit both from these research activities and from the knowledge-based debate. Findings from scientific projects are incorporated into research-led support services as well as awareness-raising measures and courses.

Diversity-sensitive university didactics, which attempts to do justice to all students, is based on the awareness that social inequalities also exist in the area of studying and teaching at our university. The diversity of all learners, be it in terms of learning type, learning and life experiences or competencies, must be taken into account by teachers in the teaching/learning concept and by fellow students when working, preparing and learning together in an appropriate manner, without acting in a categorizing manner.

We take our responsibility to civil society seriously and support the sensitization of society through science-to-public transfers and participatory research projects. We are aware that in our function as a national research and educational institution, we have a certain role model effect and take this very seriously with regard to diversity-sensitive interaction with one another. We are also happy to contribute our expertise outside the university.