UniSAFE survey

In UniSAFE, the focus is on prevalence within the context of research-performing organisations. The prevalence, determinants, and consequences of gender-based violence have been analysed via data gathered by a large cross-cultural online survey among 46 universities and research organisations in 15 countries in Europe. In the UniSAFE survey, the prevalence of gender-based violence is defined as the proportion of respondents who have experienced any form of gender-based violence under investigation since they started working or studying at their institution. These different forms of gender-based violence consist of physical violence, psychological violence, economic violence, sexual violence, sexual harassment, and online violence.

In the table provided below, you will find the questions for the various forms of gender-based violence as outlined in the UniSAFE survey. Instead of using abstract terms like “sexual harassment” respondents were asked about their encounters with specific instances of gender-based violence. For more comprehensive information, you can access the complete UniSAFE survey here.

The UniSAFE survey takes a survivor-centred approach by focusing on survivors’ perspective on prevalence of gender-based violence. Bystander and perpetrator perspectives are also included in the UniSAFE survey, but detailed information about incidents of gender-based violence is collected through follow-up questions that address the survivor’s perspective only.

In addition, the UniSAFE survey captures how gendered experiences of gender-based violence can intersect with different factors such as sexual orientation, age, ethnic minority group status, disability status, international mobility, and people’s functional position within the organisation (i.e. students, academics, and professional, administrative, technical or other support staff), which may influence exposure to gender-based violence.

Prevalence is also categorised by the social position of perpetrators (either individual or collective) as well as bystanders, and the type of connection between perpetrators and victims/survivors, as well as by place and frequency over time. Explore the UniSAFE survey and accompanying materials here.

Campus Code of Conduct – University of Helsinki, Finland

The University of Helsinki’s Code of Conduct serves as a proactive and preventative measure by translating the institution’s values into expected behavioural guidelines. An intersectional perspective is also incorporated. However, the Code of Conduct lacks an explicit reference to any enforcement mechanisms, nor does it address institutional policies related to gender-based violence.

Code of Conduct – Delft University of Technology, Netherlands

TU Delft’s Code of Conduct is part of the university’s Integrity Policy. The code lists the core values of the university, gives directions on acceptable behaviours, and outlines the responsibilities of all staff members, students and guests. In addition, the Integrity Policy includes statements on social, academic and organisational integrity. Undesirable conduct, including sexual and general harassment, aggression, bullying and discrimination, is included under Social Integrity.

Student Code of Conduct – Virginia Tech University, USA

The Virginia Tech University’s Student Code of Conduct outlines the rights and responsibilities of students, as well as the policies and procedures designed to ensure a fair and equitable resolution of disputes. The code provides a comprehensive definition of gender-based violence, along with other prohibited forms of misconduct, and details the specific process for reporting sexual harassment and/or gender-based violence. Additionally, the code specifies potential sanctions, interim measures, and administrative actions that may be taken in response to violations.

Code of Conduct – Stanford University, USA

In the Code of Conduct of Stanford University, a set of standards are outlined as the expected behaviours by the members of the university as well as by any other individuals performing services for the university or interacting with members of the community. The code of conduct sets out supporting policies and standards related, among others, to policy on sexual harassment, on prohibited sexual misconduct, on consensual sexual or romantic relationships in the workplace and educational setting and on equal employment opportunity, non-discrimination and affirmative action. The code outlines the steps for reporting a violation and consequences of such actions.

Campaign “Where do we draw the line?” – Danish Working Environment Authority, Denmark

The Danish Working Environment Authority collaborated with unions and employers’ organisations to launch a campaign on sexual harassment. “Hvor går grænsen?” (Where do we draw the line?). In addition to a film describing sexual harassment and where to draw the line, dialogue cards depict different situations, where the players must decide how to respond. The cards are intended to start a dialogue about the working environment.

Sexual Violence Prevention and Response – Arizona State University, USA

The Arizona State University (ASU) developed a series of practices and actions to prevent and respond to sexual violence. Among the supporting services offered to victims and survivors, ASU has a dedicated website on the topic, providing information on educational programmes offered by the Office of Diversity, Equity, and Inclusion Training, and on the services offered within the university as well as in the wider community. Through the education programmes, students are encouraged to get involved and assist with awareness events, information tables, and serving on committees and workshops, to promote violence prevention.

Breaking the Silence – Preventing Harassment and Sexual Misconduct – University of Cambridge, United Kingdom

The University of Cambridge’s prevention programme, Breaking the Silence, has invested in a number of initiatives for prevention and support for staff and students, bystanders’ intervention training programmes, and support-for-supporters materials. Training addressed to students includes topics such as “Consent Matters” and “Where do you draw the line”, while “Staff training on student disclosures for sexual assault” is addressed to all staff members. A series of supporting training is also provided for personal and professional development.

Universities Against Harassment – A cross-sectoral collaboration between universities, Switzerland

The Universities Against Harassment initiative is a Swiss-based campaign aimed at addressing and preventing sexual harassment and gender-based violence in higher education institutions. It was launched in 2019 by a group of Swiss universities to raise awareness and promote a culture of respect and inclusiveness, providing resources to those affected by harassment. The campaign involves various activities such as training sessions, events and online resources, and it fosters collaboration and exchange among different stakeholders, including staff and students. The unique element of this collaboration is that it is cross-sectoral, as in Switzerland there are several university sectors divided by type of institution, for example full universities, pedagogical universities, technical and specific field-oriented universities and institutes.

It Stops Now Campaign & Toolkit – ESHTE Project

The ESHTE (Ending Sexual Harassment and Violence in Third-Level Education) project aims to prevent and address sexual harassment and violence, and to build a culture of zero-tolerance in third-level education institutions throughout Europe. To implement its aim, the project has launched the It Stops Now campaign which builds a culture of zero tolerance of sexual harassment and violence in third-level education institutes by raising awareness and developing training and policy resources for students and staff. The toolkit shares knowledge generated by the ESHTE project and offers a rich range of resources for policy development, training and campaigning. Chapter 5 of the Toolkit includes guidance and materials for campaigning for change, and additional training programmes for bystander intervention and promotional materials (posters, mural installation guidance, stickers and more) can be found in Chapter 6, Shared Resources.

Equally Safe in Higher Education Toolkit – University of Strathclyde Glasgow, United Kingdom

The Equally Safe in Higher Education (ESHE) Toolkit was created at the University of Strathclyde by the ESHE project and provides a practical collection of free materials and resources developed specifically for Scottish universities. The toolkit provides access to a range of information and resources to expand and develop institutional response to gender-based violence and covers areas such as research, policy, campus response, primary prevention, intervention, curriculum and knowledge exchange.

Sexual Consent Education – Oxford Brookes University, United Kingdom

Oxford Brookes University designed the sexual consent education programme for staff and students to help them engage with the complexities of consent. The programme includes a Moodle course that enhances understanding the law, gender norms, stereotypes and cultural factors which might affect someone’s ability to consent. The courses provide tools for communication about consent with partners and information on where to seek support if harassment or violence happens. The “Let’s talk about consent!” webinar series is designed to open up conversations among staff, students and wider communities about the complexities of sexual consent education.

Report and Support, United Kingdom

In British universities, “Report and Support” provides the possibility for staff, students, and visitors to report a concern, and choose to do so anonymously, or to give their name to receive follow-up support. The site gives advice on definitions and pathways to support, reassurance about confidentiality, and data protection and advice. Links to “Report and Support” have also been distributed via student websites. These activities directly address online, sexual, and physical violence and harassment.

Solidarity Network of Victims of Gender Violence in Universities, Spain

A network of peer victim support has been set up by students who are victims of gender-based violence in Spanish universities. Recognising the prevalence of sexual harassment and the limitations of institutional measures alone, this website offers a platform with additional support to those affected by gender-based violence. This network offers solidarity and a safe space for victims/survivors by providing a listening ear and accompanying them through their experiences.

Combat Harassment Tool (CHAT) – KU Leuven, Belgium

CHAT is an online risk assessment and monitoring screening tool. Via the user portal, the organisation can share a concise questionnaire with (a group of) employees. They complete it anonymously. The report then gives insight into the bottlenecks and helps the organisation to map its social climate, assess and address risks. CHAT thus forms the basis for dialogue (a ‘chat’) on cross-border behaviour as a step towards an action plan.

Guide for first responders – Central European University, Austria

The Central European University has developed an official document which serves as a guide for first responders in handling emergency situations related to sexual assault, other types of assault and sexual harassment. The guide provides a three-step approach, first to establish immediate safety (step 1), then to listen and be supportive (step 2) and to facilitate access to services (step 3). The guide provides specific instructions for first responders to handle these incidents effectively and sensitively ensuring the well-being and safety of the individuals involved.

Speak Out – Psychological Counsellors in Higher Education (PCHEI), Ireland

Speak Out is an online, anonymous reporting tool to disclose incidents of bullying, cyberbullying, harassment, discrimination, hate crime, coercive behaviour/control, stalking, assault, sexual harassment, sexual assault and rape. This tool helps find relevant support and highlights formal reporting options within the university and with external agencies. Developed for Ireland’s higher education sector, it is led by the Psychological Counsellors in Higher Education Ireland (PCHEI) and is supported by the Higher Education Authority (HEA) in Ireland and the Department of Further and Higher Education, Innovation and Science. Speak Out is available to all participating institutions’ staff, students, and visitors. These include (as of October 2023) ATU, DCU, DkIT, IADT, MU, MTU, NCAD, NCI, University of Galway, RCSI, SETU, TCD, TU Dublin, TUS, UCC and UL. UCD provides a bespoke anonymous online reporting tool called Report and Support. Speak Out can be accessed via each participating institution’s website. Some examples include the Technological University of Dublin, here and the University of Galway, here.

Central European University Policy on Harassment – Central European University, Austria

At the Central European University, the possibility exists to make collective complaints. Procedures allow organisations recognised as being representative of a community, such as the trade union, students’ union or work councils, to bring an informal or formal complaint on behalf of a group of individuals whose allegations relate to the same set of factual circumstances or the same respondent. This may only be done with the express prior consent of those individuals being represented. The specific format for such representations shall be elaborated by way of a separate policy, developed by the Ombudspeople Network and Disciplinary Committee in consultation with the Gender Equality Officer, Trade Union, Students’ Union and other relevant CEU representative bodies.

Abuse of power as scientific misconduct – Deutsche Forschungsgemeinschaft (DFG), Germany

In the DFG Code of Conduct, which came into force in Germany in 2019, abuse of power is also considered to be scientific misconduct. The DFG´s Code of Conduct “Safeguarding Good Research Practice” reflects the fundamental principles and standards of good practice upheld by the member organisations of the DFG. “These guidelines underline the importance of integrity in the everyday practice of research and provide researchers with a reliable reference with which to embed good research practice as an established and binding aspect of their work.”

The Code of Conduct of the University of Siena, Italy

This is a code of conduct against sexual harassment in the workplace and work environment defining the type of behaviours addressed, providing information on trusted persons within the university and the process of dealing with informal and formal complaints. It has been translated into English by the Yellow Window team using the automated translation tool DeepL.

Disciplinary Procedure – University of Cape Town, South Africa

The University of Cape Town has a separate procedure for sexual misconduct and sexual harassment. The objectives of the policy and this procedural guideline are to ensure that the university disciplinary process for such cases maintains an administrative procedure, based on the balance of probabilities, rather than a criminal process. This standard of proof informs the process and procedure. Proof beyond reasonable doubt does not mean proof beyond the shadow of a doubt.

Disciplinary Actions, Suspension, and Termination of Employment – Durnham Technical Community College, United States

Durnham Technical Community College provides guidance and a framework on disciplinary actions, suspension and termination of employment. The policy aims to ensure a fair and consistent approach with progressive steps to address concerns related to the violation of institutional policies, and lays out the steps to be taken.

Advice Place – University of Edinburgh, United Kingdom

The Edinburgh University Students’ Association provides support services for victims and offenders through the Advice Place office, an independent and confidential advisory service which can also offer information on a wide range of issues, including gender-based violence. The services include educational resources, self-care and well-being information, and a wide range of contacts to external service providers. The Advice Place website also offers information for people accused of a crime – the procedure followed and the academic consequences of a criminal charge. The academic consequences refer only to undergraduate and postgraduate students.

Emergency Taxi Scheme & Alarm System – University of Edinburgh, United Kingdom

The Edinburgh University Students’ Association runs an Emergency Taxi Scheme that students can use if they find themselves stranded in the city. It also provides guidance on how to stay safe at night while in the city and provides a free personal safety alarm available at the Advice Place. These alarms create a loud noise when activated and can be carried discreetly when walking.

Help desk against gender-based violence – University of Bologna, Italy

The University of Bologna offers a wide range of services to university stakeholders, including language trainers and research fellows. These include online support programmes, initial orientation and basic information on the legal aspects and on the most appropriate ways to contact the competent authorities, and liaison with the network of services and specialised local associations to deal with more complex situations that require a multidisciplinary intervention.

Addressing gender-based violence and harassment outside the campus in partnership with a youth association – University of Namur, Belgium

The University of Namur has established a partnership with an association working with young people on issues relating to respect and consent that typically arise during festivals and similar events. The ‘SACHA’ plan (Safe Attitude Against Harassment and Assaults) is a tool that can be developed in any institution. It aims to address violence and harassment in party settings and to train a team of resource persons (first line). The SACHA plan presents itself as based on an intersectional feminist analysis of society.

Free online course on Violence Against Women for the Academic Community in partnership with a regional women’s rights institute – Universidad del País Vasco/Euskal Herriko Unibertsitatea, Spain

The university’s Directorate for Equality, as part of the agreement between the university and a regional women’s rights institute, offers a free online course on Violence Against Women that is open to the entire academic community. The main aim is preventative, as the course addresses different forms of gender-based violence, the context in which they occur, the factors that reproduce them, and the resources available. It is conducted through various sessions that include reading materials and a discussion forum for over 25 hours a month. In the last course, 200 places were offered, 236 people signed up (more than 200 women), and 131 were accredited. Further information about the assessment of the training can be found here.

Partnership with the government sub-delegation on gender-based violence – Universidad de Granada, Spain

The university is cooperating with the government sub-delegation on gender-based violence to create common lines of work around gender-based violence through which the university carries out projects subsidised with funds from a regional institute for women and the State Pact against Gender Violence. The university is also carrying out other relevant activities with the support of a regional directorate of equality.

Joint awareness-raising campaigns against gender-based violence in partnership with an independent organisation – University of Akureyri, Iceland

The University of Akureyri has participated in the annual awareness campaign called the ‘International 16 Days of Awareness against Gender Violence’ since 2011, organised by the Icelandic Human Rights Centre, and has written newspaper articles on those occasions. This partnership was based on the aims of the Active Citizens Fund to create a new civil society network for the promotion of the Sustainable Development Goals (SDGs) creating cross-organisation synergies and promoting cooperation and partnerships with public bodies.

Partnership with the European project USVreact to develop a tool for guiding training courses – Università Di Torino, Italy

In 2016-2017, the university collaborated in the European project USVreact to develop an innovative training course for university staff, to train them to respond appropriately to manifestations of sexual violence. The university conducted and evaluated an experimental model of training and ran a survey to understand the perception of harassment in the university environment. A report was produced, which was used as a tool for guiding training courses within universities on prevention.

“Why we did not report”, in partnership with student associations – Charles University, Czech Republic

“Why we did not report” originated as a student initiative at Charles University in Prague with online and offline posters with anonymised cases, presented e.g. at the Faculty of Philosophy as an exhibition or in the university cultural centre and accompanied by panel discussions inspired by the US why I did not report movement. This kind of initiative could be taken up by an institutional body responsible for gender-based violence work in collaboration with student associations, to raise awareness of gender-based violence and also direct survivors to places where they can receive help.

Equally Safe in Higher Education Toolkit – University of Strathclyde, United Kingdom

As a free resource for Scottish universities working to prevent gender-based violence on their campuses, the Equally Safe in Higher Education (ESHE) Toolkit was created at the University of Strathclyde by the ESHE project team, and funded by the Scottish Government. The ESHE Toolkit provides a practical collection of free materials and resources developed specifically for Scottish universities, which can be used as they are or adapted to suit individual institutions. The ESHE Toolkit covers research, policy, training, response, primary prevention, intervention, curriculum and knowledge exchange. A report from a policy development meeting at the University of Strathclyde, Glasgow, includes two case studies and guiding questions, which can be used as a basis for a discussion on policy development and improvement, and is available here.

Gender-based Violence Charter for colleges and universities launched across Scotland

The Charter was created between March 2020 and March 2021 after extensive research and co-creation across Scotland and the United Kingdom with hundreds of students, graduates, further and higher education staff, gender-based violence, and violence against women and girls (VAWG) professionals and other charity sector professionals working with ‘marginalised’ groups such as ethnic minority women, disabled students, and LGBTQIA+ youth. The ‘excellence’ section of the charter contains suggestions for possible interventions and innovative, inspiring ideas. Launched on 6th December 2021 as “a comprehensive, research-based guide to getting gender-based violence prevention, intervention and support right for every student”, the charter award involves:

• Minimum standards in gender-based violence prevention, intervention, and support, asking institutions the question ‘would you have saved Emily’s life?’. This tier allows educational institutions to take the ‘Emily Test’ and achieve an award badge that they have ‘passed the Emily Test’;
• Excellence awards in gender-based violence prevention, intervention and support, asking institutions the question ‘how would you have helped Emily to thrive?’. This tier moves beyond minimum standards, celebrating innovation and best practice, allowing institutions to submit their past, present and future excellence achievements to be included in a portfolio of excellence and, if the institution has already passed the Emily Test, be given an Excellence award addition to their badge.