Gender Audit Report
Internal Quality Assurance Cell
The Assam Royal Global University, Guwahati
June, 2023

Page 1 of 46

Acknowledgements
The Gender Audit of The Assam Royal Global University would not have been possible without the help ofsenior officials of IQAC and the senior administrators of the university who provided unstinted support tothe entire exercise. The Gender Audit proved to be a timely exercise as it brought into focus a few significant
gender-related perceptions among students and staff members. The Audit process was made possible by
the participation of the students and staff members of the university. The Audit team acknowledges all thiscontribution with gratefulness.

Page 2 of 46

Notice
Ref. no. RGU/IQAC/

Date: 17/03/2023

This is to inform that an Internal Gender Audit of The Assam Royal Global University, Guwahati will be conducted by
IQAC,

1.

RGU

in

the

month

of

May

2023.

The

membersofthecommittee

arelistedbelow:

Prof. (Dr.) Anuradha Devi, Director, IQAC—Chairperson

2. Dr. Stuti Goswami, Member IQAC & in-charge Criterion 7, IQAC SSR —Member Secretary
3. Dr. N. Seema Devi, Co-coordinator, IQAC—Member
4. Dr. Munmi Saikia, Assistant Professor, Department of

Economics, in-charge

Criterion 7, IQAC SSR—Member
5. Mr. Pankaj Gogoi, Assistant Professor, Department of English, in-charge Criterion 7, IQAC SSR—Member
6. Ms. Joyeeta Bhattacharjee, Assistant Professor, Department of Social Work and in-charge Criterion 5, IQAC
SSR—Member

The committee will interact with the various academic and administrative departments of the University to assess thestatus of gender balance in the university and offer recommendations for furthering gender equity in the university. A
questionnaire as google form will be circulated to all departments. All Deans and Heads of Departments are requested
to ensure full participation of your respective departments in the audit.

With regards,

Prof.(Dr.) Anuradha Devi
Dean, RSAPS
Director, IQAC
The Assam Royal Global University
Betkuchi, Guwahati-781035.
Assam

Page 3 of 46

Contents
Page No
Chapter 1
Chapter 2: Introduction to the University: Gender Audit: Concept and Methodology
2.1
What is Gender Audit?
2.2
Significance of Gender Audit
2.3
Aims and Objectives of Gender Audit
2.4
Methodology

Chapter 3
Chapter 4: Gender Sensitivity and Sensitisation Measures: Gender Balance
4.1
Gender balance among students
4.2
Gender balance among PhD Scholars
4.3
Gender balance among PG students
4.4
Gender balance among UG students
4. 5
Gender balance among the Diploma andIntegrated course students
4.6
Gender balance among the faculty members

9 - 10
11 - 20
11 - 13
14 - 15
15 - 16
17 - 18: Gender-related Perceptions in the University
5.1
Results from the students’ survey
5.2
Gendered perception
5.3
Perception on Gender equality
5.4
Perception about Safety inside campus
5.5
Gender discrimination
5.6
Results from the staff survey
5.7
Gendered profile
5.8
Gendered effect on opportunities
5.9
Safety in the campus
5.10
Gender sensitive infrastructure
5.11
Awareness of the difference between Genderand Sexuality

21 – 32
21 - 22
22 - 23
23 - 24
24 - 25
25 - 26
27
27 - 28
28 - 29
29 - 30
30 - 31: Best Practices and the Roadmap Ahead
6.1 Gender-related Best Practices in RGU
6.2 The Roadmap ahead

33 - 3433
34
35 - 38
39 - 44

Chapter 5

Chapter 6

Annexure 1
Annexure 2

5
6-8
6
6-7
7
7-8

18 - 1920

31 - 32

Page 4 of 46

Chapter 1
Introduction to the University
The Assam Royal Global University, Guwahati was established by The Assam Royal Global University Act under theLegislature of Assam, notified by the Government of Assam vide notification no. LGL. 12/2013/22 under Section 2(f) of
the UGC Act. The university is included in the list of universities maintained by UGC with the right to confer degrees asper Section 22 of the University Grants Commission Act of 1956. The Assam Royal Global University, Guwahati waslaunched in 2017 with the mission of providing holistic education to the students of the region and make them worldclass citizens. This is articulated in the university’s Vision--“To offer nationally and internationally integrated
opportunities to create global citizens.” Located at a few minutes’ walk from National Highway 37, The Assam Royal
Global University, Guwahati is spread across nearly 30 acres of land and more than 12 lakh sq. feet with centrally air
conditioned area.

Since its inception The Assam Royal Global University has endeavoured to contribute positively towards the higher
education scenario of North East India, a region that historically has had multiple intersections with broader South East
Asian region. Since its inception the university has been fulfilling the objectives of not only imparting higher education
but also facilitating original and quality research and further developing leadership potential of young students to the
optimum—in the region. With the world now transformed into a global village and increasing competition at all levels
and in all domains, it is important for the students specially of the NE region to be physically, academically, emotionallyand professionally well equipped to face and battle these challenges. The university has diligently endeavoured todisseminate knowledge through judicious expansion of its role in advanced, non-conventional, applied and job-oriented
fields keeping the quality of education imparted at par with national and global parameters. The university has taken
initiatives in qualitative growth by way of achieving excellence.

The Internal Quality Assurance Cell (IQAC) is an integral part of the governance of The Assam Royal Global University.
It was established in congruence with the guidelines laid down by the University Grants Commission in 2018. The IQACRGU was constituted with eight members and the Hon’ble Vice Chancellor Prof (Dr) S.P. Singh as the Chairperson andProf. (Dr) O.K. Medhi as the Director. Right from its inception the IQAC initiated the process of developing realistic andattainable quality benchmarks for the Academic and Administrative units of the university.

At present, the university has 23 schools under which there are 42 departments offering UG, PG, PhD and Diploma
programmes. In the last five years, 17 new PG programmes and 36 UG programmes have been introduced. Since its
inception, the university has offered Choice Based Credit System (CBCS) across all courses. At the time of completing
this audit report the university is in the final stages of preparation for the implementation of the NEP 2020 curriculum.

Page 5 of 46

Chapter 2
Gender Audit: Concept and Methodology
2.1 What is Gender Audit?
As the term implies, Gender Audit is an audit or assessment process in which the status of gender equality of an
institution is analysed and the gender biases and disparities are analysed at the same time as a means of removing
these biases and reducing these disparities are suggested in the way forward. A gender audit looks into the following
aspects of an institution: gender equality in the institution’s policies and decision-making structures, awareness,
perception, and behaviours regarding gender prevalent among the staff and student members. Although there is no
fixed standard of gender audit, organisations worldwide engage in two main approaches to gender audit: participatory
gender audit and gender integration framework. Both these aspects have been touched upon in the RGU Gender Audit.

2.2 Significance of Gender Audit
Education is pivotal to the promotion of the egalitarian commitments towards Equality and Justice that are enshrined in
the Constitution of India. In cognizance with this, the University Grants Commission, India recognizes the integral natureof equal opportunities and accessibility of education to all members of the society across the country, irrespective of
their respective genders. This is to facilitate and ensure that all members of the society realized their fullest potentials
through education, particularly the marginalized and disadvantaged sections of society, whether specially abled or
belonging to certain socio-economic categories or certain categories of gender. This is also significant in the context ofthe decriminalization of homosexuality under Section 377 of Indian Penal Code in 2018 by the Honourable Supreme
Court of India; that has opened the gates for discussion of and on members of all genders (and not only male andfemale) in public spaces. This has made the necessity of promoting gender equity in institutions of higher educationeven more significant and reflects the UGC’s commitment towards protecting and preserving democracy within spacesof learning.

The increasing access to education through institutions of higher education has made colleges and universities evenmore demographically diverse. This is true particularly for a university like The Assam Royal Global University—that
attracts students from across North East India besides a few of India’s neighbouring countries, making it one of theculturally, ethnically, linguistically, socio-economically and demographically most diverse institutions of higher learningin eastern India.

As women are traditionally accorded high status in North East India it is not surprising that a sizeable population of theuniversity fraternity, whether students or staff members are women and a smaller but noticeable population belonging
to members of other genders as well. And yet, the closing gender gap often tends to hide latent inequalities anddisparities on the basis of gender and possibly gender biases too. As Higher Educational Institutions (HEIs), universities
not only provide education, encourage research and innovation but are well-equipped to socially contribute towards
gender sensitization and opposing all forms of discrimination and harassment, including sexual abuse and harassment.
Today it is not only sufficient to live with equality and dignity but also important to live without fear of any kind of physical,
Page 6 of 46

emotional, mental and sexual harm or hassle on campus as well as beyond. This brings into significance, the necessityof Gender Audit in the self-assessment process of an institution of higher education.

2.3 Aims and Objectives of Gender Audit
Gender Audit aims at assessing the status of gender equality within an institution’s organisational and managerial
structure and whether these contribute towards establishing gender equality within the organisation. The audit monitors
and assesses the relative progress made in gender mainstreaming, contributes towards capacity building and collective
organisational ownership for gender equality initiatives, and brings gender discussions within the institution into focus.
At the same time, the audit also assesses the extent to which the institution focuses on gender in its policies,
programmes, projects and services vis-à-vis content, delivery and evaluation; and the extent to which such efforts andendeavours benefit members of the institution fraternity belonging to different genders. At the planning level, a gender
audit analyses if there are gender-specific objectives or if gender is given priority in the general objectives of theinstitution’s policies so as to ensure amelioration of gender-based prejudices and biases and reduce gender gaps andaddress gender-related needs of the institution. The 2023 RGU Gender audit was aimed at all these, while examining
the gender-balance within the university as well as its practices. The RGU Gender

Audit focused on the following objectives:i.

To examine and analyse the gender balance in the universityii.

To explore gender perception in the university campusiii.

To reflect upon and draw a road map for future action for a campus of gender-equityiv.

To examine how equipped the university is with respect to the following four organisational dimensions—institutional will, technical capacity, accountability and institutional culture.

2.4 Methodology
The gender audit was conducted under the aegis of IQAC-RGU. Here IQAC has played the role of the gender audit
facilitator. The gender audit facilitator helps generate an atmosphere of trust, transparency, and confidentiality in thegender audit process. As the audit shows, the audit is not only a process of data collection and analysis but also ofinternal reflection. The audit kept in view the objectives mentioned above keeping in view the fact that while on one
hand gender integration fosters inclusion of and benefits to women and members of other marginalised genders whopartake in the university’s services and initiatives, on the other it promotes leadership qualities and skills in members of
the university fraternity—irrespective of their gender and sexuality and thereby promotes gender equality within theuniversity.

To conduct the survey for the gender audit, two sets of questionnaires were prepared, one for the staff members andone for the student members of the university. The questionnaires aimed at finding out the nature of gender-integrationand gender balance in the university. The questionnaires were designed to assess the range of attitude, perception,and reported behaviour of the staff members of the institution. The questionnaire comprised a set of questions thatsought to strike a balance between subjective and objective approaches to understanding and awareness of gendervis-à-vis the university. The questionnaire has been attached as Annexure I. A sample of the questionnaire in Google
form has been attached as Annexure II.
Page 7 of 46

The audit is based on the student enrolment data as uploaded on the All India Survey of Higher Education portal. Also,
the data for staff members—both teaching and non-teaching—is sourced from HR department of the University.

Also, the data for staff members—both teaching and non-teaching—is sourced from HR department of the University.

Page 8 of 46

Chapter 3
Gender Sensitivity and Sensitisation Measures
Gender sensitivity refers to unbiased acceptance of members of all genders. Gender sensitive aspects of a university
include all those aspects that concern an individual’s mental, emotional, social, and physical well-being in the university
ecosystem. Gender sensitisation measures are essential in Higher Educational Institutions (HEIs) to understand thesensitive needs of a particular gender. It enables members of an institution to examine, at an individual level and at acollective level, the beliefs and attitudes related to gender and question the ‘truths’ and ‘beliefs’ that members carry intheir minds. As education can be an effective catalyst for change, the need to sensitize gender issues in university
campuses has been increasingly felt over the past decade or so. HEIs like universities provide a dynamic space to alter
perspectives and perceptions on diverse matters of importance, including gender related issues and instill new thoughts,
ideas, and perspectives in the minds of students (the youth) who comprise a sizeable population of a country like India.
This will have a positive impact in the long-term goal of amelioration of gender discrimination in society at large.

The Assam Royal Global University, in its bid to provide gender equity has made various provisions for its students
keeping in mind the gender sensitive aspects of the university. This includes:i.

Hostels: There are two hostels for female boarders on campus, Harsha House and Samaya House compared
to one hostel for male boarders, Aditya House. Both Harsha House and Samaya House have an in-house
Warden (female warden) with an Assistant Warden in each. There are single-seater, two-seater, three- andfour-seater rooms available for students. There are lifts in all hostels for students. The hostels are centrally airconditioned, with Wi-Fi facilities. There are washrooms on every floor that are well-maintained. There is also an
infirmary on campus with a nurse available 24X7 for any medical emergency that might arise among students.
The university is equipped with its own ambulance service, wheelchairs, stretchers, and first aid kits for any
immediate and urgent requirement.

ii.

Washroom: The university buildings have adequate number of washrooms in all of its academic andadministrative blocks. The washrooms have 24X7 running water, and are provided with dustbins, handwash,
etc. The washrooms are regularly cleaned several times a day by cleaners, members of the housekeeping staff.

iii.

Security: The university has made all-possible provisions for adequate security measures to provide safety toits staff and student members. The main entrance to the university as well as other side entrances are wellguarded by security staff and there are close circuit cameras at the entrance and corridors as well as lifts, hostel
mess, indoor sports stadium, faculty rooms and offices, etc. that are centrally monitored by an IT room in B
Block Ground Floor.

iv.

Unique ID number: A unique ID number is provided to all students and staff members. All staff members andresearch scholars of the university are registered on the university’s digital database to prevent any possible
misuse of IDs.

v.

Library facilities: The university library remains open on all weekdays from 9am-10pm, with free Wi-Fi facilities
provided in the library. This enables students, specially female students from the hostels a safe environment tocontinue with their studies. The PhD Scholars’ room in A Block 2 nd floor also has its own Wi-Fi set up so that
Page 9 of 46

specially PhD scholars specially females can continue their research work in the safety of the university campus.
Laboratories remain open till late in the evening as well.
vi.

Medical facilities: In addition to on-campus nursing station and infirmary, the university also has a
Physiotherapy OPD, Diagnostic and Radiology lab so that students, especially female students can avail thesefacilities on campus.

vii.

Other facilities: There are 3 ATMs on campus—PNB ATM at the main entrance to the university, SBI ATM
and HDFC ATM cum mini-banking counter in the basement of D block. There is a beauty parlour in D Blockbasement area besides Students Gallery, a store that meets basic requirements of students on campus—fromstationery to water bottles and RGU uniform, among others.

viii.

Internal Complaints Committee: The university has an Internal Complaints Committee to look into all possible
matters related to gender-based exploitation, harassment—sexual, physical or mental, and other gendersensitive matters of staff members.

ix.

Equal Opportunities Cell: The Equal Opportunities Cell of The Assam Royal Global University wasestablished in the year 2019 to ensure that equal opportunities are provided to the students irrespective ofgender, socio-economic, ethnicity, et al.

x.

Gender Sensitisation Cell: The Gender Sensitisation Cell of the university engages in gender sensitisation
activities as well as in workshops and interactive sessions with members of different genders.

Page 10 of 46

Chapter 4
Gender Balance
Gender balance refers to achieving an equitable representation of both men and women, or other genders, in various
spheres of life, such as workplace, leadership positions, decision-making roles, and societal participation. It entails
ensuring that opportunities, resources, and power are distributed fairly, without discrimination based on gender. The
goal of gender balance is to create a more inclusive and diverse society where all individuals have equal access toopportunities, rights, and responsibilities, regardless of their gender identity. It promotes the idea that individuals should
be valued and judged based on their skills, qualifications, and abilities rather than their gender. Achieving genderbalance is an important goal for many educational institutions, including universities. Universities around the world strive
to create an inclusive and diverse learning environment that promotes equal opportunities for all students, regardlessof their gender. The Assam Royal Global University offers a range of undergraduate and postgraduate programs acrossvarious disciplines. To ensure gender balance, the university focuses on several initiatives such as a fair and unbiased
admission policies and faculty requisition policies that do not make any discrimination based on gender.

4.1 Gender balance among students
Table 4.1.1 presents total number of registered students gender-wise in UG, PG, and PhD programmes during theacademic sessions 2018-2019, 2019-2020, 2020-2021, 2021-2022, and 2022-23.

Table 4.1.1: Total number of Registered Students gender-wise (2018 -2022)
Year

GENDER

Frequency

Percent

2022-23

FEMALE

1,129

49.20

MALE

1,148

50.48

FEMALE

899

49.29

MALE

925

50.71

2020-21

FEMALE

710

48.66

MALE

604

41.39

2019-20

FEMALE

676

49.56

MALE

688

50.4

FEMALE

602

52.03

2021-222018-19

MALE

555

Total numberof students
2,274
1,824
1,459
1,364
1,157

47.96

Source: IQAC

Page 11 of 46

Figure 4.1.1: Gender balance (Registered Students during 2018 -2022)

1,200

1,129 1,148

899 925

1,000
800

710

676

688

604

602

600

555

400
200
0
2022-232021-222020-21
Female2019-20

2018-19

Male

Figure 4.1.1 illustrates the male-female ratio of students at The Assam Royal Global University over the last five years.
The data highlights a commendable gender balance within the university, with a relatively equitable representation ofboth males and females. Notably in 2018 and 2020, the number of registered female students surpassed that of malestudents. Additionally, Table 4.1.2 demonstrates that the average number of female students across the years exceeds
the average number of male students. These findings signify RGU's commitment toward fostering gender inclusivity
and ensuring equal opportunities for all students, irrespective of their gender. Figures 4.1.2 and 4.1.3 show the genderbalance and mean of registered students from Academic Year 2018-2019 to 2022-2023

Table 4.1.2: Gender balance from 2018-2023
Year
2022-2023
2021-2022
2020-2021
2019-20202018-2019

Male

Female

1,148

1,129

925

899

604

710

688

676

555

602

Page 12 of 46

Figure 4.1.2: Gender balance from 2018-2023

1,200

1,148 1,129

925

1,000

899

800

710

688

676

604

555

600

602

400
200
0
2022-2023

2021-2022

2020-2021
Male

2019-20202018-2019

FemaleTable 4.1.3: Gender balance (Mean of Registered Students’ 2018 -2022)

Year
2018-2022

Male

Female3920
4016

Figure 4.1.3: Gender balance (Mean of Registered Students’ 2018 -2022)

Female
51%

Male
49%

Male
FemalePage 13 of 46

4.2 Gender balance among PhD Scholars
According to Figure 4.2.1 and Table 4.2.1, the number of female PhD scholars mostly surpasses the number of male
PhD scholars in the university. The figures suggest that efforts to encourage and support women in pursuing advanced
academic degrees have been successful in this context. It is essential to recognize this achievement as it reflects a
positive step towards achieving gender balance and equal opportunities in the field of research and academia.

Table 4.2.1: Gender balance among PhD scholars(2018-2023)
Year

Male

Female2022-2023

18152021-202212

27

2020-2021

8

16

2019-2020

8

9

2018-201911

12

Figure 4.2.1: Gender balance among PhD scholars(2018-2023)

30

27

25

20

18
16

15
15

12

10

11

12

9

8

8

2020-2021

2019-2020

502022-2023

2021-2022

Male

2018-2019

FemalePage 14 of 46

Table 4.2.2: Gender balance among PhD scholars
GENDER

Frequency

Percent

FEMALE

79

58.08

MALE

57

41.91

Total

136

100

Figure 4.2.2: Gender balance among PhD scholars

MALE
42%

FEMALE58%

FEMALE
MALE

4.3 Gender balance among PG students
Based on Figure 4.3.1 and Table 4.3.1, the data reveals that there is a higher number of female postgraduate (PG)
students compared to male PG students. Specifically, out of the total student population, 1,257 students are male, while
1,578 students are female. This indicates a significant gender gap in favour of female students within the PG program.
The figures demonstrate a trend of greater participation and enrollment of female students in higher education, which
is an encouraging development towards achieving gender equality in academic pursuits.

Table 4.3.1: Gender balance among PG students (2018-2023)
Year

Male

Female2022-2023

429

301

2021-2022

238

361

2020-2021

181

303

2019-2020

213

307

2018-2019

196

303

Page 15 of 46

Figure 4.3.1: Gender balance among PG students

450

429
361

400
350

307

303

301

300

238

250

303

213

196

181

200
150
100
50
0
2022-2023

2021-2022

2020-2021
Male

2019-20202018-2019

FemaleTable 4.3.2: Gender balance among PG students (Frequency table)
GENDER

Frequency

Percent

FEMALE

1,705

60.12

MALE

1,131

39.88

Total

2,836

100

Figure 4.3.2: Gender balance among PG students (Frequency)

MALE
40%
FEMALE60%

FEMALE
MALE

Page 16 of 46

4.4 Gender balance among UG students
Based on the updated information from Figure 4.4.1 and Table 4.4.1, the data suggests that the number of maleundergraduate (UG) students slightly exceeds the number of female UG students. Out of a total of 4,835 students, there
are 2,622 male students and 2,213 female students. This indicates a smaller gender gap, with a higher representationof male students in the UG program compared to female students. It is important to note that achieving gender balanceand equal representation remains a crucial goal in promoting inclusivity and diversity in educational settings. Efforts
should be made to address any existing disparities and ensure equitable opportunities for all students, regardless of
their gender.

Table 4.4.1: Gender balance among UG students
Year

Male

Female2022-2023

761

649

2021-2022

619

490

2020-2021

434

435

2019-2020

463

355

2018-2019

346

284

Figure 4.4.1: Gender balance among UG students

800
700

761
649

619

600
490
500

434 435

463
355

400

346
284

300
200
100
0
2022-2023

2021-2022

2020-2021
Male

2019-20202018-2019

FemalePage 17 of 46

Table 4.4.2: Gender balance among the UG students (Frequency)
GENDER

Frequency

Percent

FEMALE

2,213

45.76

MALE

2,623

54.23

Total

4,836

100

Figure 4.4.2: Gender balance among UG students (Frequency)

MALE
54%

FEMALE46%

FEMALE
MALE

4. 5 Gender balance among the Diploma and Integrated course students
Based on Figure 4.5.1 and Table 4.5.1, the data suggests that among Diploma and Integrated course students, thenumber of male students slightly exceeds the number of female students. Out of a total of 267 students, there are 195
male students and 72 female students.

The data highlights a gender imbalance in favour of male students within the Diploma and Integrated course programs.
Achieving gender balance and equal representation in all academic disciplines and programs is important to ensure fair
opportunities and inclusivity for all students. Efforts should be made to address any existing disparities and encourage
greater participation and representation of female students in these courses.

Page 18 of 46

Table 4.5.1: Gender balance among the Diploma and Integrated course students(2018-2023)
Year
2022-2023
2021-2022
2020-2021
2019-20202018-2019

Male
68
56
65
4
2

Female
26
21
17
5
3

Figure 4.5.1: Gender balance among the Diploma and Integrated course students (2018-2023)
68

65

70
56

60
50
40
30

26
21

17

20

4

10

5

2

3

0
2022-2023

2021-2022

2020-2021
Male

2019-20202018-2019

FemaleTable 4.5.2: Gender balance among the Diploma and Integrated course students (Frequency)
GENDER
FEMALE
MALE
Total

Frequency
72
195
267

Percent
26.96
73.03
100

Figure 4.5.2: Gender balance among the Diploma and Integrated course students (Frequency)

FEMALE
27%
MALE
73%

FEMALE
MALE

Page 19 of 46

4.6 Gender balance among the faculty members
Table 4.6.1 and Figure 4.6.1 displays the male-female ratio of the current faculty members at The Assam Royal Global
University. The data indicates a slight bias towards female representation among the faculty. Out of a total of 352 faculty
members, 194 are female, which accounts for approximately 54.55 percent of the total faculty. On the other hand, there
are 158 male faculty members, which comprises around 44.89 percent of the total faculty. This suggests that there is ahigher proportion of female faculty members compared to male faculty members at the university. While this indicatesprogress towards achieving gender balance in the faculty, it is essential to continue striving for inclusivity and ensuring
equal opportunities for all individuals, regardless of their gender. Efforts to promote diversity and foster an inclusive
environment within the faculty can contribute to a more comprehensive and well-rounded educational experience forstudents.

Table 4.6.1: Male-female ratio 2023 (total faculty members as per data available on 1/4/23)
GENDER

Frequency

Percent

Female

194

54.55

Male

158

44.89

Total

352

100

Source: RGU’s HR section
Figure 4.6.1: Gender balance among the faculty members

Male
45%

Female55%

FemaleMale

Source: RGU’s HR section

Page 20 of 46

Chapter 5
Gender-related Perceptions in the University
Gender-related perceptions in universities can have a profound impact on the experiences and opportunities available
to students and faculty members. These perceptions can include stereotypes that associate certain fields of study orleadership roles with particular genders, influencing career choices and leadership aspirations. Gender biases anddiscrimination can also manifest in hiring practices, promotion opportunities, and access to resources. These
perceptions can create barriers and hinder the advancement and inclusion of individuals in academia. Efforts to address
gender-related perceptions involve promoting awareness, education, and implementing policies that foster inclusivity
and equity. By challenging stereotypes, promoting diversity, and creating supportive environments, universities cancultivate an inclusive culture that values individuals based on their abilities and achievements rather than gender,
ensuring equal opportunities for all members of their academic community.
The results obtained from the survey among the university's faculty, staff, and students have shed light on several
significant findings regarding gender-related perceptions within the institution.
5.1 Results from the students’ survey:
Table 5.1.1 demonstrates the total school-wise responses of students
Table 5.1.1: Total school-wise responses
Name of the School
Royal School of Architecture (RSA)
Royal School of Applied & Pure Sciences (RSAPS)
Royal School of Business (RSB)
Royal School of Behavioral & Allied Sciences (RSBAS)Royal School of Bio-sciences (RSBSC)Royal School of Commerce (RSC)Royal School of Communications & Media (RSCOM)
Royal School of Design (RSD)
Royal School of Environmental & Earth Sciences (RSEES)
Royal School of Engineering & Technology (RSET)Royal School of Fine Arts (RSFA)Royal School of Fashion Design & Technology (RSFT)Royal School of Hotel Management (RSHM)
Royal School of Humanities & Social Sciences (RSHSS)Royal School of Information Technology (RSIT)Royal School of Languages (RSL)Royal School of Law & Administration (RSLA)Royal School of Life Sciences (RSLSC)Royal School of Medical & Allied Sciences (RSMAS)
Royal School of Pharmacy (RSP)
Royal School of Travel & Tourism Management (RSTTM)
Total

Frequen
cy
46
184
221
140
200
36
64
50
149
95
45
30
18
267
98
114
30
226
186
298
61
2,558
Page 21 of 46

Figure 5.1.1: Total school-wise responses

5.2 Gendered perception
To gauge gender perception among students, they were asked the question, "Which gender do you belong to?" Out of
the 2,558 responses, 1,139 students identified as male, 1,409 students identified as female, and 10 students preferredPage 22 of 46

not to disclose their gender. These responses provide an insight into the gender distribution within the student populationand indicate a relatively balanced representation of male and female students. It is important for universities to respect
students' choices and provide a supportive and inclusive environment that values and accommodates individuals of all
genders.
Table 5.2.1: Gender
Which gender do you belong to?
Freq.

Percent

Cumulative frequency

Female

1,409

55.08

55.08

Male

1,139

44.53

99.61

Prefer not to say

10

0.39

100

Total

2,558

100
Figure 5.2.1: Gender

0%

45%
55%

FemaleMale
Prefer not to say

5.3 Perception on Gender equality
To gauge the perception of gender equality, students were asked, "Do you feel all genders are treated equally in yourdepartment?" The majority of students (2278 out of 2558 responses) responded affirmatively, indicating that they believe
there is gender equality on campus within their respective departments. However, it is worth noting that a portion of
students (157 out of 2558 responses) expressed a negative response, indicating that they do not perceive equal
treatment across genders. Additionally, a small number of students (123 out of 2558 responses) chose not to provide adefinitive answer, preferring not to say. These responses reveal that while many students perceive gender equality, asignificant portion remains concerned about potential disparities. It is crucial for universities to take these findings into
consideration and address any perceived inequalities to foster a more inclusive and equitable learning environment for
all students. Figure 5.3.1 and Table 5.3.1 reports perception on gender equality in the university campus.

Page 23 of 46

Table 5.3.1: Gender equality
Do you feel all genders are treated equally in your department?
Responses

Frequency

Percent

Cumulative frequency

No

157

6.14

6.14

Prefer not to say

123

4.81

10.95

Yes

2,278

89.05

100

Total

2,558

100

Figure 5.3.1: Gender equality

6%

5%

89%

No

Prefer not to say

Yes

5.4 Perception about Safety inside campus
To assess the perception of safety on the RGU campus, students were asked, "Do you feel safe inside the RGU
campus?" The majority of students (2,381 out of 2,558 responses) indicated feeling safe on campus, suggesting thatthey perceive a sense of security within the university environment. However, it is important to note that a small numberof students (99 out of 2,558 responses) expressed feeling unsafe, indicating that there are concerns regarding safety
within certain areas or aspects of the campus. These responses highlight the need for universities to prioritize andenhance safety measures to address the concerns of students who do not feel secure. By implementing appropriate
security measures and addressing any areas of concern, universities can strive to create a campus environment that
fosters a sense of safety and well-being for all students. Figure 5.4.1 and Table 5.4.1 reports perception on the safetyinside the university campus.

Page 24 of 46

Table 5.4.1: Safety inside the campus
Do you feel safe inside the RGU campus?

Response

Frequency

Percent

Cumulative frequency

No

99

3.87

3.87

Yes

2,381

96.13

100

Total

2,558

100

Figure 5.4.1: safety inside the campus
6%

5%

89%

No

Prefer not to say

Yes

5.5 Gender discrimination
Gender discrimination is a pervasive issue that continues to plague societies around the world. It involves treating
individuals differently based on their gender, often resulting in unequal opportunities, rights, and privileges. Women
have historically borne the brunt of gender discrimination, facing obstacles in education, employment, and leadership
positions. They often experience wage gaps, limited career prospects, and stereotyping, while also being
disproportionately affected by domestic violence and harassment. Men, on the other hand, can face discrimination inareas such as parental rights, emotions, and societal expectations related to masculinity. Gender discrimination is a
deeply rooted problem that hinders progress towards gender equality and social justice, highlighting the need forongoing efforts to challenge and dismantle these discriminatory practices. Figure 5.5.1 and Table 5.5.1 presents gender
discriminatioon inside the university campus.

Page 25 of 46

Table 5.5.1: Gender discrimination
Have you felt discriminated against due to gender?
GenderFrequency
Percent
No

2,418

94.53

Yes

140

5.47

Total

2,558

100

Figure 5.5.1: Gender discrimination

5%

95%

No
Yes

According to the survey conducted for the Gender Audit the majority of students, specifically 94.53 percent out of 2558
responses, reported that they had not experienced discrimination based on their gender. However, a smaller yet
significant number of students that amount to 5.47 percent (equivalent to 140 responses), indicated that they had indeed
felt discriminated against due to their gender. These findings highlight the existence of gender-based discrimination
within the university, suggesting that despite the majority feeling unaffected, a considerable number of students still
face discriminatory experiences based on their gender. It is essential for institutions to address these concerns andwork towards creating a more inclusive and equitable environment for all students.

Page 26 of 46

5.6 Results from the staff survey:
Table 5.6.1 demonstrates the role-wise division of the responses of staff members in the university.
Table 5.6.1: the role-wise division in the university
What is your current role in RGU?
Current role in RGU
Non-teaching staff
Teaching Staff
Total

Frequency
20
208
228

Percent
8.77
91.23
100

Cum.
8.77
100

Figure 5.6.1: the role-wise division in the university
Non-teaching staff
9%

Teaching Staff
91%
Non-teaching staff

Teaching Staff

5.7 Gendered profile
Based on the updated information provided, it appears that there is a higher number of female staff members comparedto male staff members in The Assam Royal Global University. Out of the 228 responses received, 143 staff members
identified as female, while 84 staff members identified as male. 1 staff member preferred not to disclose their gender.
This indicates a gender imbalance in the university's staff composition, with a higher representation of female staff
members. However, it's important to note that this information alone does not necessarily imply bias towards females.
Other factors such as hiring practices, applicant pool, and individual qualifications may have contributed to the observed
distribution. It's crucial to evaluate these factors comprehensively to ensure equal opportunities and fair treatment for
all staff members, irrespective of their gender. Among these responses, 144 staff members identified as female andreported feeling discriminated against due to their gender. Additionally, 84 staff members who identified as male also
expressed experiencing gender discrimination. It is worth noting that one respondent did not prefer to disclose theirgender in relation to the question of discrimination. These findings indicate that gender discrimination affects both female
and male staff members within the university, emphasizing the need for addressing and addressing these concerns tofoster an inclusive and equitable work environment for all.
Page 27 of 46

Table 5.7.1: Gender distribution among the staff
Which gender do you identify as?
Frequency
Percent
Cum.
Female
143
62.72
62.72
Male
84
36.84
99.56
Prefer not to disclose
1
0.44
100
Total
228
100

Figure 5.7.1: Gender distribution among the staff

Prefer not to disclose
0%
Male
37%
Female63%

FemaleMale

Prefer not to disclose

5.8 Gendered effect on opportunities
Table 5.8.1: Gendered effect on opportunities
Do you think identifying as a particular genderaffects the opportunities you
Responses

Frequency

Percent

Cum.

No

190

83.33

83.33

Prefer not to say

22

9.65

92.98

Yes

16

7.02

100

Total

228

100

Page 28 of 46

Figure 5.8.1: Gendered effect on opportunities

Yes
7%

Prefer not to say
10%

No
83%

No

Prefer not to say

Yes

Based on the provided data, we can analyze the responses to the question, "Do you think identifying as a particulargender affects the opportunities you have?" Out of the 228 responses, 190 respondents accounting for 83.33 percent,stated that identifying as a particular gender does not affect their opportunities. This indicates that a majority of the
respondents do not perceive gender identity as a significant factor influencing their opportunities. 22 respondents,
representing 9.65 percent, preferred not to disclose their opinion on this matter. This group might have various reasonsfor not expressing their viewpoint 16 respondents, comprising 7.02 percent, stated that identifying as a particular gender
does affect their opportunities. This suggests that a small but notable portion of the respondents perceive gender identity
as having an impact on the opportunities they have access to. Table 5.8.1 and Figure 5.8.1 presents the genderedeffect of opportunities in the RGU campus.

5.9 Safety in the campus
Table 5.9.1: safety inside the RGU campus
Do you feel safe inside the RGU campus?
Frequency

Percent

Cum.

No

4

1.75

1.75

Yes

224

98.25

100

Total

228

100

Page 29 of 46

Figure 5.9.1: safety inside the RGU campus

2%

98%

No
Yes

Based on the provided data, we can analyze the responses to the question, "Do you feel safe inside the RGU campus?"
Out of the 228 responses received 4 respondents, accounting for 1.75 percent, reported that they do not feel safe inside
the RGU campus. This indicates that a very small minority of the respondents have concerns about their safety whileon campus. 224 respondents, representing 98.25 percent, stated that they do feel safe inside the RGU campus. This
indicates that the majority of the respondents feel secure and have a sense of safety within the campus environment.
Table 5.9.1 presents the safely inside the RGU campus.

5.10 Gender sensitive infrastructure
Creating a sensitive and inclusive infrastructure is crucial for promoting an environment that caters to the needs of all
individuals, considering factors such as accessibility, diversity, and user experience. Continuous evaluation andimprovement of infrastructure planning and design can help ensure that the University remains an inclusive andsupportive space for all members of the community. Based on the provided data, we can analyze the responses to thequestion, "Do you think the infrastructure of the University is built in a sensitive way?" Out of the 228 responses received,
29 respondents, accounting for 12.72 percent, stated that they do not believe the infrastructure of the University is built
in a sensitive way. This suggests that a small portion of the respondents have concerns or feel that the infrastructure
lacks sensitivity in some aspects. 199 respondents, representing 87.28 percent, expressed that they believe theinfrastructure of the University is built in a sensitive way. This indicates that the majority of the respondents perceive
the infrastructure to be designed with sensitivity, taking into consideration the needs and diverse experiences of the
University community. Table 5.10.1 and Figure 5.10.1 presents the perception on the gender sensitive infrastructure in
the campus.

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Table 5.10.1: Gender sensitive infrastructure
Do you think the infrastructure of the University is built in a sensitive way togender?
Frequency

Percent

Cum. Frequency

No

29

12.72

12.72

Yes

199

87.28

100

Total

228

100

Figure 5.10.1: Gender sensitive infrastructure

13%

87%

No

Yes

5.11 Awareness of the difference between Gender and Sexuality
Awareness of the difference between the concepts of gender and sexuality plays a vital role in fostering an inclusive
and equitable society. This is applicable to the university ecosystem as well. It involves understanding andacknowledging the diverse range of gender identities, expressions, and sexual orientations that exist beyond the binary
concepts of male and female, heterosexual and homosexual. Increasing awareness helps challenge societal norms andstereotypes, promoting acceptance and respect for individuals regardless of their gender or sexual orientation.
Increasing knowledge and understanding of gender and sexuality is essential for creating a more inclusive society,fostering empathy, and challenging stereotypes and prejudices. Continued efforts to provide education and promote
discussions around these topics can contribute to a more informed and accepting society. Based on the provided data,
we can analyze the responses to the question, "Do you know the difference between gender and sexuality?" Out of the
228 responses received 5 respondents, accounting for 2.19 percent, indicated that they do not know the difference
between gender and sexuality. This suggests that a small portion of the respondents may lack understanding or clarity
regarding these concepts. 8 respondents, representing 3.51 percent, stated that they are not sure about the difference
between gender and sexuality. This indicates that another small group of respondents may have some uncertainty or
confusion regarding these concepts. 215 respondents, comprising 94.3 percent, responded affirmatively, indicating thatthey do know the difference between gender and sexuality. This suggests that the majority of the respondents have a
Page 31 of 46

clear understanding of the distinctions between these two concepts. The respondents who indicated that they do notknow or are unsure about the difference between gender and sexuality may benefit from further education, awarenesscampaigns, or discussions to enhance their understanding and promote inclusivity and acceptance. Table 5.11.1 andFigure 5.11.1 presents perception on the difference between the gender and sexulity in RGU campus among the staffs.
Table 5.11.1: difference between gender and sexuality
Do you know the difference between
gender and sexuality?
Freq.

Percent

Cum.

No

5

2.19

2.19

Not sure

8

3.51

5.7

Yes

215

94.3

100

Total

228

100

Figure 5.11.1: difference between gender and sexuality

No
2%

Not sure
4%

Yes
94%

No

Not sure

Yes

Page 32 of 46

Chapter 6
Best Practices and the Roadmap Ahead
Best Practices in an educational institution refer to the range of activities, policies and programmatic approaches toinfluence and shape student attitudes, academic behaviours, and paradigmatic shifts that add value to human life andsupport the vision and mission of the institution. Gender-related best practices refer to all such endeavours and activities
that address gender-issues and pave the path for amelioration of gender-biases and discrimination.

6.1 Gender-related Best Practices in RGU:The Gender Audit indicated that overall, the university campus and environment were felt to be gender sensitive bothby students and staff members though there were some exceptions. Some of the gender-related best practices of theuniversity would include the following:I.

The university has maintained gender-segregated data on all major matters, specially related to students.

II.

The university has supported and encouraged seminars, workshops and interactive sessions (both online andphysical) on gender-related topics organised by different departments and by different clubs and committees.

III.

The percentage of gender-based discrimination is very less as evident from the responses to the surveys
conducted for students and staff members.

IV.

The survey indicates towards gender-friendly environment within classrooms.

V.

The Mentoring system followed by all the departments in the university has contributed towards enabling
progression in the academic and co-curricular aspects of students.

VI.

The Counselling Cell has been actively involved in helping with students’ mental healthissues particularly inthe context of gender-related matters. The following faculty members from Royal School of Behavioural andApplied Sciences (RSBAS) provide regular counselling to students through online and physical modes—Dr
Mahuya Deb and Ms. Anamika Basumatari.
VII.

Faculty members are approachable and accessible to the students and this helps address students’ issues,particularly related to gender.

VIII.

Creche facility available on campus, as well as maternity leave enable working women to attain a work-lifebalance while being involved in the university.

IX.

The RGU uniform that comprises of trousers, coats, formal shirts and t-shirts as well as cardigans and blazers
and formal shoes is gender neutral. The only demarcation between girls and boys being scarves for girls andties for boys.

6.2 The Roadmap ahead:
The Gender Audit revealed that although the status of gender equity vis-à-vis male and female students and staff
members is relatively decent, members of other genders did not seem comfortable to open up (in the survey) about
their gender and sexual identity despite all efforts by Audit facilitator to maintain anonymity of the respondents. To thequestion of “Which gender one identified with” only 1 Faculty member out of the 229 respondents chose the ‘Prefer Not
Page 33 of 46

to Say’ option. Among students, out of 2558 respondents among students only 190 students felt discriminated in theclassroom due to their gender. However, this does not entirely deny the possibility that the actual number could beslightly bigger than this as well. Based on the gender audit and a few suggestions that came from staff members tomake the campus gender-conducive, a few suggestions/recommendations are mentioned below, that could beincorporated in the university’s gender roadmap ahead:i.

A fully-functional pharmacy on campus that caters to various medical and health-related needs of students andstaff members of all genders, particularly availability of sanitary napkins. 8.7% of the respondents felt healthfacilities on campus do not cater to the needs of all genders while 17% respondents chose the ‘Not Sure’ option.

ii.

Increased proactivity of Equal Opportunities Cell. 50.7% of the respondents from the staff appeared unawareof the existence of the Equal Opportunities Cell of the university and its functions.

iii.

Increased recognition of gender beyond binary representation in all aspects of the university—academic andadministrative—specially in leadership and decision-making positions.

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Annexure I

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Annexure I

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