/library/oar/handle/123456789/11471 2026-01-14T21:06:42Z 2026-01-14T21:06:42Z /library/oar/handle/123456789/142512 2026-01-06T14:11:20Z 2026-01-01T00:00:00Z

Title: Equity Office annual report 2024-2025 Abstract: Since its establishment in 2022, the Equity Office has made significant progress in fostering an inclusive and equitable university environment. A landmark achievement during the 2024–25 academic year was the establishment of the Women’s Archive within the Archives and Rare Books Collection at the University of Malta Library. This pioneering initiative constitutes not only a first for our University but also a national milestone. The archive proactively collects materials documenting women’s history as it is made, serving as a vital repository for preserving and showcasing, through advanced digitisation, the histories, contributions, and experiences of Maltese women. It empowers current and future generations by ensuring these diverse narratives are accessible and celebrated. We are proud to have collaborated with numerous individuals and organisations who have generously donated or pledged archival materials to the Women’s Archive.; Equally significant has been our initiation of critical dialogues on masculinities within contemporary Maltese society. Recognising that genuine gender equity requires addressing all facets of gender identity, we have launched a series of discussions aimed at deconstructing and challenging traditional notions of masculinity. Such dialogues are essential for understanding how societal expectations shape behaviour, influence power relations, and impact mental health. These conversations contribute to addressing the root causes of gender-based inequalities and promote healthier and more inclusive expressions of gender identity across the university community. Our aspiration is to cultivate a campus culture that fosters healthier identity expressions, supports emotional well-being, and encourages inclusion. Building on the momentum generated by these dialogues, further events are planned in the forthcoming months.; The Access Disability Support Unit continues to provide individualised support to hundreds of students requiring reasonable adjustments to participate in and succeed in their studies. This year, in collaboration with the Office of the Academic Registrar, we have prioritised an online initiative whereby students benefiting from access arrangements will be empowered to share their specific requirements via the Student ����������� Management System (SIMS) with their lecturers and departments. This tool will be known as the CAN report. Furthermore, we are increasing awareness of Universal Design for Education - an approach aimed at creating educational environments, curricula, and teaching methods that are accessible and inclusive for all students, regardless of their diverse abilities, learning styles, or backgrounds.; The Race and Ethnic Affairs Committee has been dedicated to advocating for improved inter-faith facilities that reflect the cultural and religious diversity present on campus. This work aligns with the Committee’s broader mandate to foster inclusivity and combat racial and ethnic prejudice through collaboration with relevant university bodies and stakeholders.; Firmly committed to the principles of deliberation and collaboration, we remain devoted to fostering discussions on pivotal and occasionally contentious topics. The University maintains its commitment to Equity, Diversity, and Inclusion (EDI), despite challenges in certain spheres. Through sustained effort and collective engagement, we strive to create a university environment in which human rights are respected, every voice is valued and where every individual can thrive.

2026-01-01T00:00:00Z /library/oar/handle/123456789/132482 2025-02-24T12:41:49Z 2025-01-01T00:00:00Z

Title: Equity Office annual report 2023-2024 Abstract: The University of Malta (UM) has a rich 400-year history, marked by notable milestones. Just over a century ago, in 1922 and 1925, Tessie Camilleri and Blanche Huber became UM’s pioneering female graduates, marking a significant moment in history.; It took nearly six decades from the graduation of the University’s first female student to the historic appointment of UM’s first female Professor. Another significant stride in gender representation within academia occurred in 1981, with the appointment of Marie Therese Camilleri Podestà, a doctor by profession, to the esteemed position of full Professor.; Fast forward to 1991, UM’s first ever Gender Issues Committee was officially set up. Interestingly, 1991 also witnessed a shift in its student gender demographics as there were more female than male students for the first time ever. This reality persists to the present day, exemplified by a record-breaking 40 female PhD graduates out of a total of 66 in 2024. [excerpt].

2025-01-01T00:00:00Z MacDonald, Colla J. Cassar, Maria Cilia, James Rasa, Leena Kivioja, Tuukka Mifsud, Naomi Yeratziotis, Alexandros Ličen, Sabina Vanezi, Evangelia Papadopoulos, George Angelos Clendinneng, Debra Prosen, Mirko Karnjuš, Igor Bengs, Anette Camilleri, Ray /library/oar/handle/123456789/120565 2024-04-19T09:43:44Z 2024-01-01T00:00:00Z

Title: Optimising the impact of online learning - resources for healthcare educators Authors: MacDonald, Colla J.; Cassar, Maria; Cilia, James; Rasa, Leena; Kivioja, Tuukka; Mifsud, Naomi; Yeratziotis, Alexandros; Ličen, Sabina; Vanezi, Evangelia; Papadopoulos, George Angelos; Clendinneng, Debra; Prosen, Mirko; Karnjuš, Igor; Bengs, Anette; Camilleri, Ray Abstract: The ECG Interpretation for Nurses eBook originated as an online healthcare app developed with the expertise of digital education researchers and healthcare practitioners from 5 European Union countries participating in an ERASMUS+ project. The content of the eBook comes from open-source resources and offers nurses and other interested healthcare practitioners a convenient way to familiarize themselves with interpreting electrocardiograms. The e-book can also be used by or adapted by educators at all institutions at any level or country. Note that the term: ‘educator’ is interchangeable with: practitioner, facilitator, professor, academic staff member, lecturer, instructor, teacher, tutor, and trainer. [excerpt]

2024-01-01T00:00:00Z MacDonald, Colla J. Cassar, Maria Cilia, James Rasa, Leena Kivioja, Tuukka Mifsud, Naomi Yeratziotis, Alexandros Ličen, Sabin Vanezi, Evangelia Papadopoulos, George Angelos Clendinneng, Debra Prosen, Mirko Karnjuš, Igor Bengs, Anette Camilleri, Ray /library/oar/handle/123456789/120564 2024-04-19T09:43:21Z 2024-01-01T00:00:00Z

Title: Optimising the impact of online learning - resources for educators Authors: MacDonald, Colla J.; Cassar, Maria; Cilia, James; Rasa, Leena; Kivioja, Tuukka; Mifsud, Naomi; Yeratziotis, Alexandros; Ličen, Sabin; Vanezi, Evangelia; Papadopoulos, George Angelos; Clendinneng, Debra; Prosen, Mirko; Karnjuš, Igor; Bengs, Anette; Camilleri, Ray Abstract: The framework and toolkit are proposed as quality standards to guide the design, delivery and evaluation of effective digital education across the European Union and the wider international context. This theoretical framework, presents all the variables and sub variables you need to consider when designing and teaching effective online learning in one convenient location. The framework is an interactive tool that can be used not only to guide the design of effective eLearning experiences, but also to analyse your own teaching and see what areas you may need or want to improve. The framework and toolkit are to be used in a flexible and adaptive manner, and are applicable to education and training institutions, industries, and audiences regardless of where you are in the online learning adoption process. [excerpt]

2024-01-01T00:00:00Z