Presentation led by Karen Gustafsson from Karolinska Institutet (KI), introducing an upcoming international course titled “SiiUS” (Sustainability, Inclusiveness, Integration into Support Services), launching in February 2026.
 

The presentation outlines the course design, purpose, and audience, and features perspectives from facilitators in Sweden and the Philippines who participated in or helped develop the pilot program.

The session emphasizes the crucial but often underrecognized role of university support services and how they can actively contribute to sustainability, inclusivity, and internationalization in higher education.

Purpose


To empower support service professionals in higher education with the knowledge, skills, and networks to integrate principles of sustainability, inclusivity, and global cooperation into their everyday work.

Core Details:

• Duration: February – May 2026

• Workload: ~40 hours total (flexible, with options for deeper engagement)

• Format: Fully online, interactive, and international

• Structure:

◦ Group discussions led by trained facilitators

◦ Self-paced modules with reflection exercises

◦ Tandem partner collaborations (international peer-to-peer learning)

◦ Final project – participants apply learned concepts directly to their professional context

Goal of the Final Project

Move beyond theory—help participants apply knowledge to real-world institutional challenges and projects, fostering sustainable and inclusive practices.

Target Group

Non-academic staff who support education and research, including:

• Administrative professionals

• Student advisors, coordinators, and IT staff

• Facilities and library personnel

• Those working in student mobility, housing, or event planning

Karen highlights that support services form the backbone of university operations, influencing the student experience from admission to graduation, though they are often “invisible” within professional development programs.

The Role of Support Services

Karen maps how students interact with support staff throughout their academic journey—from application and IT setup to exchange programs and counseling—illustrating that support personnel shape the student experience as much as teachers and leaders.

She argues for recognition and empowerment of these professionals through training and inclusion in institutional development, emphasizing:

• Their role in creating psychologically safe and inclusive environments

• The need for visibility and acknowledgment of their contributions

Theoretical Framework & Global Context

Karen situates the SiiUS course within international frameworks:

• UN Sustainable Development Goal 4 (Quality Education) – particularly SDG 4.7, which emphasizes learning for cultural diversity, global citizenship, and sustainability.

• Internationalization in higher education:

◦ Betty Leask’s definition – includes both formal and informal aspects of learning and highlights the importance of support staff.

◦ Hudzik’s “Comprehensive Internationalization” – integrating international perspectives across all parts of an institution.

Karen traces the evolution from “internationalization” to today’s focus on “inclusion, diversity, and equity.”
She stresses that all members of a university—academic and non-academic—should engage in creating inclusive, diverse, and sustainable campuses.

Why This Course Exists

• Identified Gap: Many institutions provide training for teachers and leaders but rarely for administrative or operational staff.

• Objective: Bridge this gap by equipping support professionals with conceptual understanding and practical tools to foster inclusiveness and sustainability in daily operations.

• Intended Learning Outcomes (ILOs):

◦ Understand and explain key concepts of sustainability, inclusivity, and responsible internationalization.

◦ Reflect on how their work influences students, staff, and institutional culture.

◦ Apply new knowledge through their own sphere of influence (e.g., IT, admissions, student mobility).

◦ Build capacity for change leadership and continuous professional growth.

Background & Pilot Program

• Origins: Conceptualized in 2020; developed through collaboration between Karolinska Institutet, Stockholm University, and the University of the Philippines.

• Funding: Supported by STINT (Swedish Foundation for International Cooperation in Research and Higher Education).

• Pilot (2023):

◦ 10 participants (5 from Sweden, 5 from the Philippines).

◦ Diverse roles—student coordinators, housing officers, disability advisors, event planners.

◦ Strong cultural exchange and peer learning.

◦ Participants built long-lasting professional friendships.

• Outcome: The pilot’s lessons directly informed the structure and improvements for the 2026 launch.

Key Takeaways

• Support staff are essential to universities’ success and culture.

• Professional development should include non-academic roles.

• The SiiUS course bridges theory and practice—helping participants integrate sustainability, inclusiveness, and internationalization in everyday work.

• The initiative fosters a global learning network—building shared understanding across cultural and institutional contexts.