Integration of the gender equality policies and processes in the Quality System Managemen

Problem (evidence)

OzU’s ethical principles, Vision-Mission Statement and Strategic Plan constitute the basis upon which its Accreditation and Quality Assurance Management System is based. Gender equality policies were not a separately defined part of these documents and plan. Gender equality indicators needed to be integrated into the quality assurance processes as a sustained policy to support the implementation of GEP as well.


To make gender equality and diversity a quality management criterion/indicator at OzU. 


This action required a broad investigation across the university to assess the existing gender equality structures, policies and measures – a process that almost repeated the project’s Gender Audit. This could be a hindrance but OzU’s commitment to the GEP and applying to a system such as THE Social Impact Rankings was a strong motivation in realizing this action. 



Brief outcomes

As the GEP became a part of OzU’s Strategic Plan, this action started to be implemented by the Accreditation and Quality Assurance Office. Gender equality policies and actions are now integrated into the Accreditation and Quality Assurance processes. 

Key area

The governance bodies, key actors and decision-makers

Type of action

Positive action/policy


Özyeğin Üniversitesi
Higher education institution

Action level of implementation

Departments, staff, students


Representatives of the Gender Equality Unit met with the Accreditation and Quality Assurance Office to introduce the GEP. In that meeting GE Unit presented with international examples the importance of integrating gender equality indicators into the university’s quality assurance system. The Office was already in the process of conducting a detailed audit of the adequacy of OzU’s gender equality policies and measures in order to communicate its findings to the university administration. The current criteria used worldwide to assess the excellence of universities in terms of research and institutional structure/working were crucial in the Office’s decision to carry out this inquiry. OzU’s plan to apply to an international system such as THE Social Impact rankings was particularly effective in the implementation of this action.


Signifying a comprehensive policy that covers many areas ranging from educational activities to institutional structures and measures, this action necessitated the coordination of diverse units in the university. Also, both the Accreditation and Quality Assurance Office and the GE Unit needed to devote considerable amount of time to conduct this process investigation and the integration of gender equality indicators into the quality assurance system. 

Coping strategies

The Accreditation and Quality Assurance Office and the GE Unit worked very closely to achieve this action. PLOTINA Team assisted the Office by sharing its experiences and some of the outcomes of the Gender Audit conducted in the beginning of the project.

Tips/strategies – Lessons learnt

The areas of the Gender Audit and the GEP provided a model for the integration of gender equality policies/indicators into the quality management.

More detailed Outcomes/Impact

The main change expected is that OzU expresses its gender equality policy even more strongly both in training/education and as an institution/workplace 


The GE Unit will be in charge of evaluating the continuity of this action.