Interview Åsa Cajander

Higher Education in Focus meets … Åsa Cajander, Adviser to the Vice-Chancellor for Equal Opportunities

Åsa Cajander is a professor of Human-Computer Interaction, specializing in the interplay between IT and work environments. Her research includes inclusive design and the impact of automation on workplaces. Åsa is also recognized as one of the university's Distinguished University Teachers.

How did you become Adviser to the Vice-Chancellor for Equal Opportunities, and what´s your role?

I was appointed by the previous vice-chancellor, Eva Åkesson, and I have now held the position for four years. My mandate was recently extended by Anders Hagfeldt for another three years, and I dedicate 25% of my working time to this role. I advise the vice-chancellor on university-wide issues related to equal opportunities and serve as the vice-chancellor's representative in dealings with various authorities such as the Swedish Higher Education Authority (UKÄ) and the Equality Ombudsman. I also chair the Advisory Board for Equal Opportunities, which prepares issues, responds to consultations, and monitors developments both nationally and internationally. Additionally, I represent Uppsala University in the Coimbra Group and The Guild, both of which influence EU policy as consultation bodies.

Do you have any personal areas of focus?

Initially, I was primarily interested in gender equality and gender issues, but in recent years my focus has broadened to include all grounds of discrimination, such as disability, gender identity, ethnicity, and religion.

Can you share what’s currently happening in the field of equal opportunities? You´re working on a new university-wide program for equal opportunities. Could you give some examples of how the new program relates to education and teaching?

The program is based on two key elements: broadening recruitment, which means increasing the likelihood that underrepresented groups apply for higher education, and broadening participation. Broadening participation involves providing support to students who have been admitted to our university, ensuring they can successfully complete their studies, which also helps improve graduation rates.

Uppsala University has already made significant strides in providing central support for broadening participation, and we can be proud of these achievements! Examples include targeted pedagogical support for students with disabilities, the Language Workshop, Student Health Services, and adapted examination facilities for students with special needs. This support is crucial for students, so much of the work is about continuing to improve on what we are already doing.

When it comes to broadening recruitment, UKÄ conducted a review of higher education institutions in Sweden a few years ago, and the conclusion was that nearly all institutions need to improve their efforts! The main issue is the systematic approach to this work. Therefore, at Uppsala University, we are now ensuring that all disciplinary domains identify goals for broadening recruitment based on their specific conditions. The underrepresented groups can vary greatly depending on the field of study.

Speaking of broadening participation, you’ve also shown a strong interest in doctoral education and the work environment for doctoral students. What are the key issues here?

Helpful and engaged supervisors are absolutely crucial. They need to provide support and be attentive to the needs of doctoral students. In doctoral education, it’s essential to focus on mental health for a healthy study environment. Research shows that doctoral students and young researchers suffer the most from mental health issues and stress. Therefore, it’s extremely important to inform doctoral students about their rights and ensure they receive support from their supervisors.

The new program also addresses an accessible study environment for students. What does that entail?

Accessibility is, of course, about physical spaces—such as accessibility for wheelchair users, hearing loops, or flexible furniture—but also about digital accessibility in the systems we use in teaching, like Studium.

In terms of pedagogy and teaching, I believe that teachers need to be aware that students have different needs and not assume that all students are the same. A variety of teaching and assessment methods can help meet different people's needs—and at the same time, it usually leads to better outcomes for most!

Accessibility can also mean greater flexibility in teaching methods, for example, online teaching or recorded lectures. Flexibility helps students balance their studies with the rest of their lives, allowing for a healthier overall balance.

Lastly, you´re a professor of Human-Computer Interaction: how do you view accessibility in relation to generative AI?

AI can both widen gaps and provide support. On one hand, we know that many systems currently lack proper accessibility adaptations. There’s also the issue of fees: some devices are free up to a certain level, but beyond that, you have to pay a subscription fee. Moreover, there is a risk that technology is seen as unbiased, even though generative AI can reproduce existing stereotypes and biases. I’m also concerned that AI may discriminate in ways we’re not yet fully aware of or haven’t articulated yet. On the other hand, generative AI can be a helpful tool in studies if used properly. For example, students could use AI to get explanations for things they don’t understand in multiple ways or input text and have the AI generate questions to help them engage with the material more deeply.