Everyone who studies, works or visits LUCA should be able to feel safe and well. We expect students and staff to treat each other with respect.
We want to create a safe environment where transgressive behaviour is not tolerated. We strive for students and staff to be able to assess the risks and to discuss them.
Set up by a mixed working group of students and staff, and brought to the attention since the start of the 2019-2020 academic year through the start days, the academic council and the college negotiation committee. Formally reconfirmed by the governing body on June 23, 2021.
Everyone who studies at, works at or visits LUCA should be able to feel safe and comfortable. We consider diversity not only as a reality, but also as an asset to our community. As a university of applied sciences, we also want to create an environment without for transgressive behavior such as bullying, discrimination, violence and sexually undesirable behaviour. We expect students and staff to treat each other with respect. We don't do anything that anyone could possibly experience as a threat to their dignity. We dare to indicate where our limits lie. We are able to discuss risks respectfully. Our managers and teachers are aware of their exemplary role. In high-risk teaching situations with regard to transgressive behaviour, the teachers and students involved discuss very thoroughly beforehand what the limits are for all those involved. We take every report or incident seriously and act on it. When we witness or become aware of transgressive behavior, we don't look away, we try to stop that be havior and we register as a witness. LUCA is setting up a hotline for this. If we, as a manager, receive a report about transgressive behavior, we treat it with the greatest possible integrity and with respect for the privacy of all those involved.
Everyone who studies at LUCA, works or comes to visit, should be able to feel safe and comfortable. We expect students and staff to treat each other with respect. As a university of applied sciences, we also want to create a safe environment where transgressive behavior is not tolerated. We strive for students and staff to be able to assess and discuss the risks. If someone nevertheless experiences or witnesses transgressive behavior, we want to look for a solution together and, if necessary, take measures to ensure that the behavior stops. That means that... ... everyone who studies, works or visits Luca should be able to feel safe and comfortable. We expect that no form of transgressive behavior will be accepted. ... the organization is (in) oriented to prevent, adequately tackle and change such behaviour. ... anyone who observes transgressive behavior has a duty to take appropriate action, with the aim of guaranteeing the safety of the university of applied sciences and safeguarding the privacy of everyone involved. ... every victim should know that he or she has been heard, seen and helped. ... everyone should act and behave helpfully. ... every issue of transgressive behavior is carefully investigated and addressed, with respect for all involved • students and staff treat each other with respect. ... prevention is important, including through communication, professionalization of employees... ... we also expect the same forms of respect outside the university college context. ... the teaching methods are clearly described in the ECTS sheets. When a work form is included in the ECTS sheet, it must always be considered whether this is essential in function of the competence to be acquired with regard to the later job performance. ... the code of conduct must also be included in the admission test. ... if someone is having a hard time with a certain work method: 1. should that be discussed. 2. But this work form cannot just be swept off the table. Adjustments are possible, but negotiability takes precedence. No one can veto.
* The care team is composed based on the needs of the report in consultation with the reporter. Confidentiality and/or professional secrecy (**) (IDEWE) are taken into account. In complex situations where corrective action is required, it is necessary to involve the general manager. The manager, the occupational physician, a psychologist,... Anyone who has been contacted before can participate.
** In the case of professional secrecy, a duty of confidentiality is linked to a (necessary) relationship of trust. The principle of protecting that trust applies to everyone (the whole of society). With a duty of discretion, the obligation of discretion and careful handling of data applies above all “outside the walls” of the company or the service. Unlike in the case of professional secrecy, discretion does not apply to the judge. Someone with professional secrecy has the right to remain silent in court, someone with a duty of discretion has a duty to speak.
Well-Being at work
LUCA wishes to create a work environment in which openness, cooperation and respect for personal dignity are central and in which every employee can feel good and is given the space to develop. We therefore invest intensively in the prevention of psychosocial risks at work and provide support for employees who experience psychological and/or physical problems.
Gender Equality Plan
For LUCA School of Arts, gender policy is an integral part of the school's diversity policy.
Diversity is understood as a multiplicity of heterogeneous identities and groups. Due to the multidimensionality of our identity, an individual cannot be reduced to one specific characteristic and category.
With LUCA School of Arts’ diversity policy of, we aim to work from an inclusive vision and a target group policy to enhance the opportunities of all employees and students who have the talent and capacity to work or to start and continue studying within higher art education, regardless of their gender identity, ethnic, religious, ideological or economic background, school history, disability, sexual orientation or age.
We aim to be an open school and workplace with a wide network of partners. Our relationship and dialogue with society and its different population groups and cultures will add value to our education, research, students and staff.
The gender equality plan describes a number of generic actions to be further developed by the various programmes, research units and services.