Revised on 3 June 2022

See abstracts and presenter CV’s below the programme

8 June:

TimeSession Room 1: Multimedia AmphitheatreSession Room 2: Tele-education room
0930Registration 
1000Welcome to Athens by ENOHE and NTUA, greeting addresses by befriended associations and individuals

Prof. Drossos Gintides, Vice Rector of Administrative, Academic and Student Affairs, and Prof. Costas Charitidis, School of Chemical Engineering
1015Speaker: Dr. Apostolis Dimitropoulos, Secretary General for Higher Education, Hellenic Ministry of Education and Religious Affairs (Greece)
1040Speaker: Petros Liakouras (Greece) 
1100The new European Strategy for Universities

Speaker: Themis Christophidou, Directorate-General for Education, Youth, Culture, Sport – European Commission (Greece)

 
11451a:
Birds of a Feather Flock Together: About Existing and Emerging Ombuds Networks  

Speakers: Klara Laurenčíková Angel, Jaroslav Šotola, Rodriguez Sevillano and Ursula Meiser

1b:
The ombuds role in developing countries’ higher education: Communication between ombudsman and students  

Speaker: Aytaj Ibrahimli     
2a:
Ombuds and Whistleblowing: The Role of Ombuds in Relation to Serious Violations of Law, Policy, and Ethics  

Speaker: Carolyn Brendon

2b:
The Role of the Ombudsperson in the Implementation of the Policy of Inclusive Education in Higher Education Institutions: The Case of Students with Disabilities         

Speaker: Daniel More
1300Lunch and networking 
14003:
Dealing with Student Issues Nationally and Regionally  

Speakers: Josef Leidenfrost and Natalie Sharpe
4:
Argumentation in the communicative activity of the student ombudsman  

Speaker: Viktoriia Orel
1500Coffee and networking 
1530-16455:
Ombuds as Agents for Change  

Speakers: Marianne Rustberggard and Mari Skogheim Møst





6a:
Working with committees: David and Goliath?  

Speakers: Gizem Güray, Jaroslav Šotola and Josef Leidenfrost

6b:
A Mythopoetic Approach to Ombuds Practice During the Pandemic  

Speaker: Katherine Greenwood
1700-18007:
ENOHE Open Meeting:

Information session about ENOHE training programme and other issues of common interest
 

9 June

TimeSession Room 1: Multimedia AmphitheatreSession Room 2: Tele-education room
10008:
Plenary: New developments in EHEA, so close yet so far

Speaker: Oltion Rrumbullaku, Head of Bologna Follow-Up Group Secretariat (Albania)
1100Coffee and networking 
11309:
Impact of COVID-19 measures on digital services in higher education: improvement of inclusiveness?  

Speakers: Anna-Katharina Rothwangl and Michael Gruber
10:
“Non-existent problem” of sexual misconduct in Polish academia – ombudsman’s role in creating the system of preventing harassment and creating safe space for students and employees. An example of the University of Warsaw and Nicolaus Copernicus University in Torun  

Speakers: Anna Cybulko, Bartłomiej Chludziński and Aleksandra Derra
1245Lunch and networking 
134511:
The Role of Ombudsperson in Preventing Dropout and Ensuring Students’ Inclusion in Higher Education                         

Speakers: Jorge A. Ribeiro Pereira and Berta Batista
12:
Looking after ourselves: when the student/client/visitor turns on us

Speaker: Jean Grier
150013:
After the Rome Communiqué – Austrian and Portuguese Ombudspersons in Higher Education  

Speakers: Jorge A. Ribeiro Pereira, Josef Leidenfrost and Lothar Fickert
14a:
Good practices and models of integrated attention: The case of the defensoria de los derechos universitarios of the Autonomous University of San Luis Potosí, Mexico

Speakers: Urenda Queletzú Navarro Sánchez, Jorge Andrés Delgado Delgadillo, Beatriz Sarahí Aguilera Gallegos and Olivia Salazar Flores

14b:
Los Retos De Las Defensorias en la Educacion Inclusiva  

Speaker: Magda Robles
1615Coffee and networking 
1645-1745ENOHE General Assembly     
1745-1900Break 
1900Gala Dinner 

10 June

TimeSession Room 1Session Room 2
100015:
Students, Guardians of Academic Integrity

Speaker: Martin Hammerbauer (ESU)
 
1100Coffee and networking 
113016:
Ombuds values in a changing world

Speaker: Felicity Mitchell
17:
Ensuring inclusion in Higher Education and the Student Ombudsperson role – a comparative analysis  

Speakers: Jorge A. Ribeiro Pereira, Sara Sousa and Elia Cambón
1245Lunch and networking 
134518a:
Creating Space for Inclusive Dialogues: The Ombuds as a Catalyst for Honoring the Value of Belonging on Campus  

Speakers: Donna Douglass Williams, Nozipho January-Bardill and L. Trey Wilson


18b:
Courage to Act: A Canadian Initiative/Global Inspiration to end Gender Based Violence on Campus              

Speaker: Natalie Sharpe
19:
Student Ombudspersons, empathy and compassion: a fundamental reflection 

Speaker: Cristina Riche and Jorge A. Ribeiro Pereira
1500Coffee and networking 
153020:
Towards a Comparative Approach to Ombudsing: Creating an International Framework for Ombuds Research and Practice  

Speaker: Ryan Smith
21:
Establishing a New Ombuds Office: Tips from Recent Experiences and an analysis of the historical development of the profession 

Speaker: Brent Epperson
1645Plenary farewell 

Abstracts and presenter CVs


1a: Birds of a Feather Flock Together: About Existing and Emerging Ombuds Networks 
Klara Laurenčíková Angel, Jaroslav Šotola (both Czech Republic), Rodriguez Sevillano (Spain) and Ursula Meiser (Germany)


Abstract: Higher Education ombudspersons have special functions within their respective institutions. Either officially elected or personally appointed they serve certain segments (on a faculty level) of or the whole academic community,  with a broad variety of activities. They look into complaints brought forward to them, coming from areas like study, teaching, examination, services and administrative matters at higher education institutions. All the more it is necessary to compare working methods, to exchange knowledge, findings and experience in the above-mentioned fields of activity and to contribute to the expansion of competence, to support decision-makers and staff at higher education and research institutions in establishing and professionalising relevant institutions and to maintain close contact and cooperation with international networks.

Hence some countries have already set up national ombuds networks like Germany, Austria, Spain or Mexico. Others, like the Czech Republic, are thinking about the setting up such networks. ENOHE as a European network is encouraging such initatives in its five years’ plan (2021-2025) as well as in its annual workplan 2022. Included in these initiatives are ENOHE internships, i.e. site and study visits from some newer ombuds institutions  to others which have been around already for a longer time.  Main aims of such cooperations are to share approaches to common problems in higher education, to expand knowledge and compare working methods, to enhance skills and develop competences and learn from each other.


Presenter CVs:

Ángel A. Rodríguez-Sevillano is Msc. Aerospace Engineer, he received a Ph.D in Aerospace Science and Technology from Universidad Politécnica de Madrid (Spain). He is a professor of Aerospace Engineering in the Department of Aircraft and Space Vehicles, at the School of Aeronautics and Space Engineering, Universidad Politécnica de Madrid (Technical University of Madrid. Since 1990, he has taught subjects related to Aerodynamics, Flight Mechanics, Rotary-Wing Aircraft, and RPAS.

He was elected by as Ombudsmen at his university in 2018; the election was organized by direct universal suffrage of the campus university. Previously, for 4 years (2012-2016), he served as Deputy Ombudsperson at the same university.

In recent years, his research interests have been related to experimental aerodynamics (wind tunnel testing, flow visualization), flows at extremely low Reynolds number, conceptual analysis and design of micro-drones based on biomimetic concept and development of MOOC (Massive Open Online Courses) included areas such as helicopter engineering and initiation of drones.

Ursula Meiser: Ombudsperson, University of Stuttgart, Germany

Since 2011 she is the first full-time Ombuds of the University and facilitates dialogue between students, staff and administration. In the field of doctoral degree studies, the ombudsperson is responsible for doctoral students and their supervisors in cases of conflict over doctoral projects. She is a trained mediator, member of ENOHE and a member of the speakers’ team of BeVeOm, the German Ombuds Network in Higher Education. In her free time, she is currently undergoing training to become a nature guide in South Africa and loves to answer any question on African Animals.

Klara Laurenčíková Angel: To be announced

Jaroslav Šotola: To be announced


1b: The ombuds role in developing countries’ higher education: Communication between ombudsman and students  
Aytaj Ibrahimli (Azerbaijan) 


Abstract: It is known that there are some differences between developed and developing countries in many fields. This difference also applies to ombudsman services. Thus, in connection with the level of development of education in developed countries, the university ombudsman service has been established before and has left behind a certain period of development. In contrast, the relatively slow development of education in developing countries has led to the recent emergence of university ombudsmen, resulting in some differences between the first and the second.

The structure of the societies of these two types of countries, their approach to education and innovation, also change their attitude to the services of the ombudsman. Accepting the existence of newly established ombudsman offices in universities, adapting to this innovation, using this service with confidence and without hesitation is a process that takes some time. In this process, the ombudsman’s communication with students is very important. Here it is important to regulate these relations in accordance with each institution and the masses. Given that the main mass we currently work with within universities is Generation Z, it is important to choose more innovative methods of communication between the ombudsman and students.

As a result, although the ombudsman’s office in higher education institutions in different parts of the country is based on the same international standards and code of ethics, the ombudsman’s access to students, communication between the ombudsman and students, determines according to the internal norms, and values in pursuant of the intellectual level.


Presenter CV:
 

Aytaj Ibrahimli: MA in Theory and History of International Relations from Khazar University 2021, current University Ombudsman and Coordinator at School of Humanities, Education and Social Sciences at Khazar University.


2a: Ombuds and Whistleblowing: The Role of Ombuds in Relation to Serious Violations of Law, Policy, and Ethics
Carolyn Brendon (Canada)


Abstract: This session will explore the inherent tensions that arise for Ombuds when they are confronted with disclosures or information indicating serious wrongdoing and consider best practices for Ombuds in handling these situations. It will consider the advantages and disadvantages of institutional safe-disclosure schemes that mandate a responsibility for Ombuds that could include investigating and decision-making roles. Further, it will consider the implications of handling serious allegations of wrongdoing for the independence, impartiality, and confidentiality of the Ombuds role. This session will involve presentation and group discussion.

Presenter CV:

Carolyn Brendon is the University Ombuds for McMaster University in Hamilton, Ontario, a role she has held since 2003.  She is actively involved in the Ombuds community. Carolyn has served as a board member for the Association of Canadian College and University Ombudspersons and is currently a member of the executive for the Forum of Canadian Ombudsman. She holds a law degree from Osgoode Hall Law School, an M.A. from McMaster University, and an Honours B.A. from York University. Her certifications include the FCO-Osgoode Certificate in Essentials for Ombuds, as well as Adjudication for Administrative Boards, Agencies and Tribunals; Advanced Investigations; and Human Rights: Theory and Practice.  


2b: The Role of the Ombudsperson in the Implementation of the Policy of Inclusive Education in Higher Education Institutions: The Case of Students with Disabilities
Daniel More (Israel)


Abstract: Higher education institutions are required nowadays to eliminate discrimination of disabled people, promote equality of opportunity and take steps to meet disabled people’s needs. An inclusive environment enables all individuals, regardless of exceptionality, the opportunity to be included in a regular class environment. The term “disable person” does not describe a homogenous group. Moreover, students with the same impairment do not necessarily have the same learning needs.

Five barriers to full inclusion of students with a disability will be explored. Accommodations provided to disable students will be evaluated. The role of the ombudsperson regarding such accommodations will be discussed and demonstrated.


Presenter CV:

Daniel More is the current ombudsperson of Tel Aviv University. He is also a member of ENOHE He obtained his J.S.D from Yale Law School. He taught law in Tel Aviv University, in Peres Academic Center and in other Universities in Israel and the U.S. He is the author of many articles in various legal fields and chapters in law books He was for many years the president of the high disciplinary court of Tel Aviv University. Professor More is also the president of the high court of the Israeli chess federation and a chairperson of a national ethical committee of the Ministry of Health.  


3: Dealing with Student Issues Nationally and Regionally 
Josef Leidenfrost (Austria) and Natalie Sharpe (Canada)


Abstract:
In this session we examine the jurisdictional challenges of handling complaints simultaneously at local/institutional and provincial/state/national levels in Austria and Canada, and the potential for collaborative initiatives. We will present two best practice frameworks/guidelines for local institutions to develop effective complaint management systems such as those offered by the Office of Independent Adjudicator in England and Wales, and the joint project of the Australasian Parliamentary Ombudsmen.Can we ensure nothing falls through the cracks? How do we avoid power cleavages and achieve a fair balance? We encourage you to share your experiences to discuss potential for conflicts and/or collaboration between local and state/national jurisdictions.


Presenter CVs:

Natalie Sharpe (B.A. Hon, M.A. Anthropology) has professional certificates in negotiation, mediation, arbitration, and “Essentials for Ombuds” (FCO/Osgoode). She has been President of the Association of Canadian College and University Ombudspersons since 2016.  She has worked at the University of Alberta for 35 years as an ombudsperson. Natalie has presented at national and international ombuds conferences, and teaches part-time in ADR, gender roles, and women and work and unions. She previously worked as an indigenous land claims research director and encyclopedia editor.

Josef Leidenfrost joined the Austrian Ministry of Higher Education in 1988; adviser to three ministers in the 1990s / 2000s on academic internationalization, scholarships, and students’ rights and duties. Head of the Office of the Austrian Student Ombudsman since 2001. Josef worked as a television journalist in the early 1980s. 1986 doctorate, 2012 MA in mediation. After 2001 he helped in setting up a complaint management system and central agency for students’ complaints at the Ministry. Co-founder and currently president of the European Network of Ombudsmen in Higher Education (ENOHE).


4: Argumentation in the communicative activity of the student ombudsman
Viktoriia Orel (Ukraine)

Abstract: Every day we have to deal with different things categories of people to communicate with them and to give some specific information, influencing them with intent search required decisions, and in this case occurrence disputes induce their help speech (communication) means to certain action for achievement specific goals.

Student Ombudsman – a person who is constantly involved in communicative activities. In the process of performing my professional duties, I communicate with both students and representatives of the administration. My main function is to act as a mediator, a kind of “translator” between these two integral parts of the educational process in higher education. In order to be effective in their activities comes to the aid of one of the main types of justification – argumentation.

The World Economic Forum included argumentation/reasoning in the top 10 skills in 2025 .

The purpose of my report is to acquaint colleagues with the concept, structure of argumentation, types of arguments and ways to apply this knowledge in the process of performing the functions of the ombudsman.


Presenter CV:

Viktoriia Orel: Higher Education: Poltava National Pedagogical University named after V. G. Korolenko (PNPU), spesiality “History”, qualification and title of teacher of history, Bachelor’s diploma with honors (2014);
PNPU, spesiality “History”, qualification and title of lecturer of history, Master’s diploma with honors (2015);
Poltava University of Economics and Trade (PUET), spesiality “Law”, Bachelor’s degree of Law, Bachelor’s Diploma with honors (2017);
PUET, spesiality “Law”, Master’s Degree of Law, the Master’s Diploma with honors (2021).
Experience of work: a student’s ombudsman, PUET, from 2021;
a Seniour Lecturer of the Chair of Law (PUET) from 2016;
a Seniour Laboratory Assistant of the Chair of Law (PUET) 2014-2016;
a Head of training practice at the Legal Law Training Center “Legal Studio”, experience in providing legal advice (2020);
a curator of academic groups majoring in Law (2016-2021), experience in teamwork.
Skills: the ability to argue one’s opinion, persuade, compromise in discussions, negotiate, explain one’s position, work in a team, etc.
I have been researching the issues of legal argumentation since 2017, of which I have 12 publications. Developer of 3 distance courses, 3 textbooks.


5: Ombuds as Agents for Change
Marianne Rustberggard and Mari Skogheim Møst (both Norway)


Abstract: Let’s face it. It can be difficult to have a representative view on higher education institutions. With no exceptions – all of our visitors are dissatisfied. The majority will have no reason to be, and we’ll explain why, but hearing their stories might influence our view on the institutions we are connected to. Objectivity is an illusion. How can we establish and maintain a position of impact on the institution with that as a starting point? We would like to share some reflections, and through examples and stories show you how we succeed (and fail) in our mission as ombuds to be agents for change at our institutions.

1. What we do when a visitor have reason to be dissatisfied

2. How we use our annual report as a tool

3. Our connection with The Internal Audit Unit

        a. Risk management

        b. Revisions

4. Our relationship with student representatives

We’ll also give you a brief introduction to our office, who we are, our values, framework and inspiration. We would also like to share our thoughts on how we communicate with stakeholders, in order to maintain a position as agents for change.


Presenter CV:

Marianne Rustberggard: Leading Ombud for Students at the University of Oslo. I have been an ombuds since 2013. I hold an LLM, and a Bachelor of Arts. During my studies, I also held various offices as a student representative.

Mari Skogheim Møst: to be announced


6a: Working with committees: David and Goliath? 
Gizem Güray (Turkey), Jaroslav Šotola (Czech Republic) and Josef Leidenfrost (Austria)


Abstract: According to wikipedia, the phrase “David and Goliath” has taken on a more popular meaning denoting an underdog situation, a contest wherein a smaller, weaker opponent faces a much bigger, stronger adversary. Several ombudspersons in their respective funtions and institutions are interacting or have to interact with committees after having dealt with student complaints in the first place. This might happen once the complaint is taken on board and has been dealt with by the ombuds office. It also can be the case once that the issues have been debated thoroughly by the ombudsperson and then need to go to a different authority in order to be dealt with according to the institutional rules. This could be for example the student satisfaction committee, or an ethics committee or an arbitration committee, the last one responsible for mediation in case of disputes and the resolution of internal conflictive situations. Three different examples will be given from Turkey, the Czech Republic and Austria, audience input encouraged.


Presenter CVs:

Josef Leidenfrost joined the Austrian Ministry of Higher Education in 1988; adviser to three ministers in the 1990s / 2000s on academic internationalization, scholarships, and students’ rights and duties. Head of the Office of the Austrian Student Ombudsman since 2001. Josef worked as a television journalist in the early 1980s. 1986 doctorate, 2012 MA in mediation. After 2001 he helped in setting up a complaint management system and central agency for students’ complaints at the Ministry. Co-founder and currently president of the European Network of Ombudsmen in Higher Education (ENOHE).

Gizem Güray: is the Ombudsperson at Altınbaş University since October 2019. She has worked at the Altinbas University for the past eight years in various administrative roles before being appointed Ombudsperson. In addition, she has published a study of her work titled the article “Student Ombudsman in Turkey: A Case Study.” She completed her bachelor’s degree in Public Administration at Istanbul University. She became a member of ENOHE in May 2020 and has participated in the events actively since then.

Jaroslav Šotola: to be announced


6b: A Mythopoetic Approach to Ombuds Practice During the Pandemic 
Katherine Greenwood (USA)

Abstract: Paying homage to the rich myths of ancient Greece, this session explores the intersection of the role of ombuds and the archetypal energies of three Greek gods: Pan, Chiron, and Asclepius. Two years into the COVID-19 pandemic, increased mental health challenges and feelings of languishing and loneliness are on the rise. Pandemic-related concerns often undergird the normal issues raised in our ombuds offices. Grounded in archetypal psychology, this session will explore the mythic narratives, etymology, and symbolism of the three deities. Specifically, we will tease out synergies between these gods and the zeitgeist of the unfolding iterations of COVID-19 by exploring the chaotic and wild elements of Pan manifest in the pandemic; the mentoring and healing attributes of Chiron, known as the wounded healer; and the rest and repair that occurred in the temples of Asclepius. Through the mythic lens, we can investigate how the chaos, stress and distress of the pandemic might be ameliorated in our interactions with our visitors. The core purpose of this session is to augment our ombuds work with tools and approaches allowing us to both assist our visitors and to find deeper resonance and meaning in our craft, particularly in challenging times.

Presenter CV:

Katherine Greenwood, JD, PhD, is currently the University Ombuds for the University of Southern California in Los Angeles, where she works with students, faculty, and staff. Previously, she has served in the ombuds role at the University of California Davis and the University of Colorado Denver. Prior to stepping into the ombuds role, Katherine and taught graduate legal courses at Loyola University Chicago and practiced international maritime law in New York, San Francisco, and London. Katherine is a Certified Organizational Ombudsman Practitioner, CO-OP ®, and member of the International Ombuds Association.


9: Impact of COVID-19 measures on digital services in higher education: improvement of inclusiveness? 
Anna-Katharina Rothwangl and Michael Gruber (both Austria)


Abstract: The last two years have brought many restrictions and obstacles for all students and student applicants. Besides social isolation and increase in mental health problems among students, we are going to analyse whether there have also been positive effects of the impact of the pandemic. Has the digitalisation push improved inclusion in higher education? Who has benefited from the shift to the digital space from our point of view? Which services both at university level and at ombudsman level have been or probably still should be expanded?

During this session we plan to share examples from our everyday experience and present the legal changes as they applied in Austria. In a discussion, the experiences of the other participants will be included in order to get a holistic picture of possible inclusion through digitisation in the whole European Higher Education Area.


Presenter CVs:  

Anna-Katharina Rothwangl studied law at the University of Vienna; during her studies she participated in the EU mobility program ERASMUS and spent six months at the Université de Franche-Comté in Besanҫon, France.

Michael Gruber: Graduate of the University of Vienna; Legal staffer at the Austrian Federal Ministry of Education, Science and Research, dept. IV / 9 (Legal Issues, Legal Development and International Higher Education Law); analysis of judgments of the courts of the European Union and of supreme courts of other European countries, answering questions with cross-border implications on various topics (including tuition fees, entrance exams, university entrance), comparisons of the European body of law concerning the tertiary education;


10: “Non-existent problem” of sexual misconduct in Polish academia – ombudsman’s role in creating the system of preventing harassment and creating safe space for students and employees. An example of the University of Warsaw and Nicolaus Copernicus University in Torun
Anna Cybulko and Bartłomiej Chludziński (both Poland)


Abstract: The aim of the presentation would be to address the problem of “invisibility” of sexual misconduct at Academia, to talk about the reasons why it was (or is?) possible and to show the academic ombudsman as an agent of change.

As a starting point for discussion the presenters would like to describe the changing climate at Polish universities and define the socio-cultural triggers of change and the possible causes of resistance. Then they would like  to put in order the mosaic of new academic institutions dealing with sexual misconduct and discrimination and show the place taken among them by the academic ombudsman. At this point the participants would be invited to discussion, to create together a general map of academic bodies dealing with the issues of sexual misconduct and discrimination.

Then the presenters would like to discuss with participants the possible role of academic ombudsman in creating s “whole new world” of safe and equal space at the academia, starting with the practical examples of ombudsman’s work in the area of sexual misconduct and discrimination at the University of Warsaw and Nicolaus Copernicus University in Toruń.  According to this practices the academic ombudsman shall be seen, not only as an important agent of change, but also as front-line officer preventing and reacting to the possible misconduct.  The presenters would like to discuss with the audience possible activities of academic ombudsman, including: promotion and education, whistleblowing and lobbing at the university and state level, initiating (and proceeding) the works on appointing new functions and creating new procedures, cooperating with new appointed specialists, intervention and support.


Presenter CVs:

Anna Cybulko appointed as an ombudsman of the University of Warsaw (since 2011). She is a lawyer and a psychologist. As an ombudsman she supports the academic community in conflict management, intervenes when there is a breach of law or ethics, helps dealing with discrimination and harassment cases. As an expert for gender equality she cooperates with the European network of legal experts in gender equality and non-discrimination, preparing reports and expert opinions for the European Commission. She mediates and facilitates agreements in civil, family, commercial, and labor disputes. She is a Board Member and Treasurer of ENOHE. 

Bartłomiej Chludziński: Assistant professor and Academic Ombudsman at Nicolaus Copernicus University in Torun.


11: The Role of Ombudsperson in Preventing Dropout and Ensuring Students’ Inclusion in Higher Education                        
Jorge A. Ribeiro Pereira and Berta Batista (both Portugal)

Abstract: In the last ENOHE conference, we shared our view on possible Ombudsperson role to act in Scholar Dropout prevention:

• promote studies who make possible to produce recommendations within Higher Education Institutions (HEI), as well as to the government;

• dissemination of preventive projects which could be applied by HEI.

Six months later, we have achieved some results.

Firstly, we developed a matrix to collect data from HEI informatics services. That data is based on the events that contribute the most for scholar dropout (according to HEI studies and literature). With those data, we will call for the governance to take actions and measures to prevent this to happening plus raise the community awareness for the phenomena (specially professors and students who have management or representation positions).

Secondly, we decided to start talking with scholar dropout project researchers and sharing these projects in our network and among students’ representatives in HEI.

We these two initiatives we aim to contribute to the prevention of HEI scholar dropout in our Institutions and at a national level by raising awareness and knowledge and promoting cooperation.

We believe Ombudsperson have an important role to play on dropout prevention and ensuring students’ inclusion in HEI.


Presenter CVs:
  

Jorge A. Ribeiro Pereira is the Student Ombudsman (SO) at University of Beira Interior, in Portugal, since February 2021.

He has a master in medicine at the same university.

He is currently a member of the Portuguese Network of Ombudsperson in Higher Education, ENOHE and RIdDU.

He is an enthusiastic of exchanging knowledge, good practices, experience and internships.

His work as a SO is more preventive rather than reactive and is mainly focus on students’ empowerment, dialogue facilitation, mediation and collaboration with students’ representatives and pedagogical councils.

His office is promoting digital transition, modernization and data confidentiality.

Berta Batista: Professor at the Porto Polytechnic School of Engineering since 1990 (8000 students). 

Since 2001, held various management positions in the IT Department, the Pedagogical Council, the Scientific Council and headed academic and IT services. 

Since 2015, she has been nominated by the students for the position of Student Ombudsman of Polytechnic Institute (21000 students) , seeing her mandate renewed, as indicated by the students, every two years. 

Based on the examples of ENHOE and RIdDU (European and Ibero-American networks of Higher Education Student Ombudsmen), she formalized the Portuguese Student Ombudsman Network in Portugal, which currently has about 50 members, becoming its president since 2019. 


12: Looking after ourselves: when the student/client/visitor turns on us
Jean Grier (Scotland)

Abstract: In our roles as ombudspersons we attempt to achieve a fair outcome to whatever problem is brought to us – fair for the student (or ‘client’ or ‘visitor’ depending on our terminology), and fair to the institution within which we are working.  But on occasion those whom we are trying to help will turn on us – and we become the subject of their frustration, anger, or complaint to higher authority.  As many of us work in solo, and all of us need to operate with high regard to the confidential nature of the cases we deal with, how do we look after ourselves in the face of such an ‘attack’?

Understanding the Karpman Drama Triangle may give us insights into what is going on.  Recognising some of the triggers –failures in managing expectations, communication difficulties, and mental health issues – may help us avoid such situations arising in the first place.  Greater knowledge of the complex relationship between complainant and complaint handler can help us to take things less personally and to maintain our professionalism in situations which can be very distressing.  We will also discuss ways of building a confidential support network around ourselves, to help us to cope in difficult situations.


Presenter CV:
  

As of March 2021 Jean Grier has retired from the University of Edinburgh in Scotland, UK, where she worked for over three decades. 

For 10 years Jean headed up the complaint management function at Edinburgh – developing procedures, training staff in complaint resolution, and managing the investigation of final stage complaints.

Jean joined ENOHE in 2014, hosted the 2018 Annual Conference in Edinburgh, and was elected Vice-President of ENOHE in 2019.  Following her retirement from ‘the day job’, Jean maintains her interest in higher education and in complaint handling, holding several complementary part-time posts in the public sector. 

Jean is the author of several books including three on the history of the University of Edinburgh, and regularly delivers staff development workshops and conferences sessions.  Active in her professional association, AUA, Jean was awarded AUA’s Lifetime Achievement Award in 2018.


13: After the Rome Communiqué – Austrian and Portuguese Ombudspersons in Higher Education 
Jorge A. Ribeiro Pereira (Portugal), Josef Leidenfrost and Lothar Fickert (both Austria)

Abstract: The aim of the present paper is to show two examples of Student Ombudsmen and their respective universities in Europe on inclusiveness and safeguarding students’ rights. We also share some of the student’s related offices as well as the student’s representation within these higher education institutions (HEI).

Austria and Portugal have some similarities but also some differences. For instance, in Portugal every student has to pay a fee, but in Austria the EU students do not. The role of the Student Ombudsperson (SO) it is also relevant since both countries have it in their HEI. The Rome Communiqué recognize the importance of safeguarding student rights through legislation and the stablish a commitment to enabling Student Ombudspersons or similar within their countries and higher education systems, plus encourage cooperation within the European Network of Ombuds in Higher Education.

The importance of the SO is recognized around Europe. However, not every country has this resource within HEI and/or ministries. It is important to keep promoting the importance of the role of SO, strengthen relationships across borders, promote collaboration and the creation of more offices in every HEI in Europe.


Presenter CVs:

Josef Leidenfrost joined the Austrian Ministry of Higher Education in 1988; adviser to three ministers in the 1990s / 2000s on academic internationalization, scholarships, and students’ rights and duties. Head of the Office of the Austrian Student Ombudsman since 2001. Josef worked as a television journalist in the early 1980s. 1986 doctorate, 2012 MA in mediation. After 2001 he helped in setting up a complaint management system and central agency for students’ complaints at the Ministry. Co-founder and currently president of the European Network of Ombudsmen in Higher Education (ENOHE).

Lothar H. Fickert studied electrical engineering at the Vienna University of Technology where he received his PhD in 1974. He worked in international jobs with ELIN UNION and BROWN BOVERI and later with WIENSTROM (Vienna Electricity Company) in the field of power plants and electrical networks as utility systems engineer. Since 1998 he served as full professor and the head of the Department for Electrical Power Systems at Graz University of Technology. He supervised and co-supervised 49 PhD theses. Further he authored 220 technical papers, holds 9 patents and several honors and awards. His technical activities include the fields of protection engineering and power system planning. In 2017 he became professor emeritus and ombudsman at his university.

Jorge A. Ribeiro Pereira is the Student Ombudsman (SO) at University of Beira Interior, in Portugal, since February 2021.

He has a master in medicine at the same university.

He is currently a member of the Portuguese Network of Ombudsperson in Higher Education, ENOHE and RIdDU.

He is an enthusiastic of exchanging knowledge, good practices, experience and internships.

His work as a SO is more preventive rather than reactive and is mainly focus on students’ empowerment, dialogue facilitation, mediation and collaboration with students’ representatives and pedagogical councils.

His office is promoting digital transition, modernization and data confidentiality.


14a: Good practices and models of integrated attention: The case of the defensoria de los derechos universitarios of the Autonomous University of San Luis Potosí, Mexico
Urenda Queletzú Navarro Sánchez, Jorge Andrés Delgado Delgadillo, Beatriz Sarahí Aguilera Gallegos and Olivia Salazar Flores (Mexico)

Abstract: In June 2011 a reform to the Political Constitution of the United Mexican States was carried out, the purpose of which was to recognize the human rights of all persons and to establish that the authorities within the scope of their competences have the obligation to promote and respect these rights, as well as to investigate and sanction violations of these rights.

In this sense, understanding that the Autonomous University of San Luis Potosi is a public institution with autonomy to define the functions and attributions of the internal bodies in charge of investigating and sanctioning violations of human and university rights, this panel aims to share experiences on the development of the model of comprehensive care for university users, as well as organizational and community practices based on the approaches of organizational culture with a gender and human rights perspective and restorative justice. Success stories, good practices and obstacles faced by defense organizations in the university community will also be discussed, particularly the experiences of this Ombudsman’s Office and its cutting-edge work in relation to the current regulatory framework and the highest standards of protection in the field of human rights.


Presenter CVs:

Urenda Queletzú Navarro Sánchez holds a Law Degree from the Universidad Autónoma de San Luis Potosí, a Master’s Degree in History from the Colegio de San Luis and a PhD in Criminal Sciences and Criminal Policy from the National Institute of Criminal Sciences in Mexico. She is a research professor at the Faculty of Law of the UASLP and is currently Defender of University Rights at the same University.

Jorge Andrés Delgado Delgadillo holds a law degree from the Universidad Autónoma de San Luis Potosí. He previously served as Legal Director of the Rector’s Office and Assistant Secretary at the UASLP, he also served as Head of the Office of the Defender of University Rights at the same University in 2019 and is currently Deputy Defender of Complaints and Complaints in the same agency.

Beatriz Sarahí Aguilera Gallegos holds a Bachelor’s Degree in Law and a Master’s Degree in Human Rights from the Autonomous University of San Luis Potosí. She is currently Deputy Defender of Promotion and Dissemination at the University Rights Ombudsman’s Office of the UASLP.

Olivia Salazar Flores holds a law degree from the Universidad Autónoma de San Luis Potosí. She has participated in various research and advocacy projects related to the defence of women’s human rights in San Luis Potosí. She is currently the General Visitor of the University Rights Ombudsman’s Office of the University of San Luis Potosí.


14b: Los Retos De Las Defensorias en la Educacion Inclusiva 
Magda Robles (Mexico)

Abstract: LA EDUCACION INCUSIVA ES PROCESO EN EL QUE SE REQUIERE LA APERTURA DE TODOS LOS MEDIOS PARA QUE SEA POSIBLE, ES NECESARIO PRIMERAMENTE ABRIR LA MENTE PARA ENTENDER QUE NECESITAMOS ESTAR PREPARADOS PARA DAR PASO A UNA NUEVA FORMA DE EDUCACION, DE IGUAL MANERA SE DEBE TENER LA INFRESTRUCTURA NECESARIA PARA QUE LAS PERSONAS EN SITUACION DE VULNERABILIDAD TENGAN LOS MEDIOS NECESARIOS PARA ACCEDER A LAS ESCUELAS Y A LOS PROGRAMAS QUE ESTAS PUDIERAN OFRECER Y ESTOS A SU VEZ DEBEN  SER ADAPTADOS.

ES IMPORTANTE ROMPER LOS PARADIGMAS A LOS QUE ESTAMOS ACOSTUMBRADOS EN LOS QUE SE HA VENIDO SEGREGANDO A LAS PERSONAS EN SITUACION DE VULNERABILIDAD PARA ESTABLECER UNA “EDUCACION PARA TODOS” QUE SE BASE EN EL OBJETIVO DE BRINDAR EDUCACION DE CALIDAD SIN SEGREGAR, SIN HACER DIFERENCIAS Y SIN EXCEPCIONES.

SE TRATA DE SER UN EQUIPO EN EL QUE DEBEN PARTICIPAR GOBIERNO, ESCUELAS Y LA PROPIA SOCIEDAD, EL TRABAJO DE LAS DEFENSORIAS UNIVERSITARIAS DEBE SER LA PROMOCION, VINCULACION Y GARANTIA DE UNA EDUCACION INCLUSIVA.

AL HABLAR DE EDUCACION HABLAMOS DE UN DERECHO HUMANO POR TANTO DEBE SER GARANTIZADO PARA TODOS SIN DIFERENCIA ALGUNA, LA MISMA DEBE ESTAR ACCESIBLE Y ADAPTABLE LAS DEFENSORIAS UNIVERSITARIAS EN CONJUNTO CON LA UNIVERSIDA DE LA QUE FORMAN PARTE DEBERAN ESTABLECER PROGRAMAS PARA QUE LA EDUCACION INCLUSIVA SEA POSIBLE.

SE DEBEN IDENTIFICAR LOS FACTORES QUE DEBEN CAMBIAR, ESTABLECER LA METODOLIGIA PARA HACERLO Y SE DEBE PONER EN PRACTICA CUANTO ANTES Y ESTE ES EL RETO PARA LAS DEFENSORIAS ACTUAR PARA QUE ESTO SEA POSIBLE.


Presenter CV:  

MAGDA YADIRA ROBLES GARZA
FECHA DE NACIMIENTO: 02 DE NOVIEMBRE DE 1970
CÉDULA PROFESIONAL: 1743149
LUGAR DE NACIMIENTO: MONTERREY, NUEVO LEÓN, MÉXICO
TITULAR DE LA DEFENSORÍA DE LOS DERECHOS HUMANOS UNIVERSITARIOS. UNIVERSIDAD AUTÓNOMA DE COAHUILA. 20 DE FEBRERO DE 2021 A LA FECHA.
GRADO ACADÉMICO
DOCTOR EN DERECHO. PROGRAMA DERECHOS FUNDAMENTALES POR LA UNIVERSIDAD CARLOS III DE MADRID, ESPAÑA. 2003.
AUTORA Y COLABORADORA EN LA PUBLICACION DE VARIOS LIBROS
HA PARTICIPADO EN LA IMPARTICION DE CONFERENCIAS Y SEMINARIOS
HA DIRIGIDO TESIS DE LICENCIATURA Y POSGRADO
SE HA DESARROLLADO COMO DOCENTE.


15: Students, Guardians of Academic Integrity
Martin Hammerbauer (ESU)

Abstract: How are students organizing to achieve a healthy environment in Higher Education? What are the tools and best practices they are equipped with, and what challenges do they face? These are just some of the questions to be addressed by Martin Hammerbauer from the European Students‘ Union, which celebrates its 40th anniversary this year. The session will touch upon the situation of student representatives in Europe, the development of ESU as the European body as well as the Students‘ Rights Charter. Furthermore, it will explore the role of students in maintaining and promoting academic integrity, and recent findings and plans of ESU regarding student ombudspersons.

Presenter CV:

Martin Hammerbauer is a member of the Executive Committee of the European Students‘ Union currently serving his second mandate. In ESU, he focuses on areas such as global engagement, international mobility, academic integrity and sustainability. He has cooperated with various organisations active in Higher Education, such as the Council of Europe, Asia-Europe Foundation or EUIPO. He also helps in the development of the European University Alliance 4EU+ at the Charles University in Prague. Before getting elected into ESU, he served in the Czech student representation SK RVŠ as a delegate of Prague University of Economics and Business, where he obtained both Bachelor’s and Master’s degree in International Trade at the Faculty of International Relations.


16: Ombuds values in a changing world
Felicity Mitchell (United Kingdom)

Abstract: Ombuds schemes as well as many other organisations and businesses will often have a values statement. Some organisations give a high profile to their values statement – they put it on their website, on their walls, even on their mugs! Others are aware they have a statement but it’s filed away and people struggle to remember exactly what’s in it. Sometimes the wording is hotly contested, resulting in a compromise that is rather vague and unsatisfactory, and which no one has the energy to revisit.

In this session we will look at what we think are the core values for an ombuds service, whatever its context. We will share examples of values statements from the higher education sector and beyond, think about how our values might have changed and developed in recent years, and explore the extent to which core values might be different in different contexts. We will try to identify the values we should all be operating within in today’s world – what is our “values bottom line”?


Presenter CV:

Felicity Mitchell: Independent Adjudicator for Higher Education.
Felicity was appointed as Independent Adjudicator on 1 April 2018. The Office of the Independent Adjudicator for Higher Education (OIA) is the ombuds for students at higher education providers in England and Wales. Felicity has oversight of the OIA’s good practice and case-handling work.


17: Ensuring inclusion in Higher Education and the Student Ombudsperson role – a comparative analysis 
Jorge A. Ribeiro Pereira, Sara Sousa (both Portugal) and Elia Cambón (Spain)

Abstract: Considering that ensuring inclusion in Higher Education is challenging and demanding, nowadays, and it is also a key for the success of Higher Education Integration mission, our proposal is to compare the services, regulations and role of the Ombudperson in our institutions.

Moreover, there are differences between the role of Ombudsperson in Spain and in Portugal. Moreover, Universidad Europea, Universidade Europeia and IPAM (of Lisboa and of Oporto) are private, while University of Beira Interior is a public university in Portugal. The possible consequences of these institutional differences will also be considered in the comparative analysis.


Presenter CVs:  

Elia Cambón Crespo is University Ombudsperson and Professor Titular at the Universidad Europea de Madrid. She got her PhD in International Relations at the Faculty of Political Sciences of the University Complutense de Madrid, Spain (1995). Her main research topics are Security in Europe, Europe integration and International Organizations. She has been University Ombudsperson since 2007.  

Sara Rodrigues de Sousa is Student Ombudsman and Assistant Professor at the Universidade Europeia. She got her PhD in Literature and Culture Studies at the Faculty of Letters of the University of Lisbon (2010). Her main research topics are Iberian Studies and Literary Tourism. Her most recent publications include “Referencias judaicas en las “cosas de amores” del Cancionero General de Hernando del Castillo” (Revista de Cancioneros Impresos y Manuscritos, 9, 2020) and “Literary Tourism in a Contact Zone: The Spanish Translation of Lisbon – What the Tourist Should See” (Iberian and Translation Studies Literary Contact Zones, by Liverpool University Press).

Jorge A. Ribeiro Pereira is the Student Ombudsman (SO) at University of Beira Interior, in Portugal, since February 2021.

He has a master in medicine at the same university.

He is currently a member of the Portuguese Network of Ombudsperson in Higher Education, ENOHE and RIdDU.

He is an enthusiastic of exchanging knowledge, good practices, experience and internships.

His work as a SO is more preventive rather than reactive and is mainly focus on students’ empowerment, dialogue facilitation, mediation and collaboration with students’ representatives and pedagogical councils.

His office is promoting digital transition, modernization and data confidentiality.


18a: Creating Space for Inclusive Dialogues: The Ombuds as a Catalyst for Honoring the Value of Belonging on Campus
Donna Douglass Williams, L. Trey Wilson (both USA) and Nozipho January-Bardill (South Africa)

Abstract: Many of our institutions promote diversity, equity and inclusion as supported values, particularly where there exists underrepresentation of students, faculty and staff who have historically experienced marginalization or exclusion. However, initiatives and practices that have the goals of furthering inclusion can face resistance, and in some cases, the development and leadership of these programs do not include the very voices that institutions are making efforts to include. A deeper consideration is whether these programs with positive intentions actually have the impact of creating an environment that results in “belonging” for those members of the campus community who are members of racial, national, ethnic and religious minorities, and other groups who have experienced discrimination and exclusion based on sexual orientation, gender expression, differing ability, and other components of identity. Does the Ombuds have a role in creating belonging? Are the Ombudsperson’s ethical principles consistent with an active role in participation in programs supporting inclusion and belonging on campus?

This interactive session is devoted to how the Ombuds can support the value of belonging on campus by facilitating reflective dialogues as a way for the campus community to reflect, share, listen, and better understand the experiences of those who have felt marginalized and excluded. Because inclusive dialogues are forums for all voices on campus, it is also an opportunity to celebrate how a richly diverse community benefits and strengthens the institution, as well as brainstorm together ways the efforts towards diversity and inclusion can become more effective and robust.


Presenter CVs:

Donna Douglass Williams has over twenty years professional experience as an attorney, mediator, facilitator, and organizational ombudsperson. Donna was previously Ombudsperson for the World Health Organization (WHO) based in Geneva, Switzerland, led the Ombuds program at MD Anderson Cancer Center, and also served as Ombuds at UConn Health Center and Georgia State University. She was the inaugural Ombudsperson for the Green Climate Fund based in Songdo, South Korea, and is currently a consultant training ombudsperson for the United Nations Funds and Programmes, working with staff in UNICEF, UNDP, and UN Women. Donna holds a bachelor’s degree in Accounting from Purdue University, and a law degree from the University of California, at Davis King Hall School of Law. Donna recently joined Pinterest as Head of Ombuds, and is building a new program for the social media sharing service based in San Francisco, California, USA.

Ambassador Nozipho January- Bardill is the Chairperson of the Council of the Nelson Mandela University and the United Nations (UN) Global Compact Local Network in South Africa (SA). In 2021, she was appointed to the Board of Trustees of the UN Voluntary Fund for Technical Assistance and the Implementation of the Universal Periodic Report in the Office of the High Commissioner for Human Rights in Geneva. Nozipho is the owner of Bardill & Associates, a consulting company that advises companies on diversity and inclusion with a focus on race and gender equality. She holds a Bachelor of Arts degree in English Language and Literature and a Certificate in Education from the University of Botswana, Lesotho and Swaziland in Lesotho, and an MA degree in Applied Linguistics from Essex University in the UK. She was recently appointed Ombudsperson for Anglo American, and is based in Johannesburg.

L. Trey Wilson is a facilitator, teaching artist and writer/actor/director. He facilitates issues of race, gender, culture and sexuality for organizations in many sectors, including educational institutions. His facilitation includes work in Canada, Israel and Australia. His teaching credits include The BGB Studio and The Art OF Acting School, and a Master Class at UCLA for actors to work with a playwright to create work. Trey is the recipient of numerous awards including from the LA DRAMA CRITICS CIRCLE, NAACP, GLADD, and the OVATION AWARD for playwriting, the most prestigious award in Los Angeles theater. His short play, THREE PART DISHARMONY, about African American men and the police, has been performed in New York, Los Angeles and Chicago. Trey is currently an Ombuds for BGB Studios in Los Angeles, a leading acting training studio. He is a graduate of Boston University.


18b: Courage to Act: A Canadian Initiative/Global Inspiration to end Gender Based Violence on Campus 
Natalie Sharpe (Canada)


Abstract: Gender-based and sexual violence (aka GBV) is entrenched in social institutions globally and has not declined in post-second learning institutions (PSIs). This insidious harassment persists whether we are on campus or studying/working remotely.  In 2016, four of Canada’s ten provinces mandated PSIs to develop sexual violence policies and move away from outdated  Codes of Conduct (that mimic criminal law) to more holistic, trauma-informed approaches. These new approaches based in restorative justice, are focused on providing more education and protection to the victim, but also education and understanding to the perpetrator to understand their harm. Through a federal government commitment of $5.5 million, Women and Gender Equality Canada is developing a 5-year framework to address and prevent GBV at PSIs. Bilingual, webinar series provide a trauma-informed complaints processes toolkit; additional education and training toolkits are available not only within Canada but globally.  Recently, ACCUO invited Deb Eerkes, one of the Courage to Act leads to explore the role of ombuds in this initiative to help educate and support their clients and make their institutions more accountable.  We will engage in a discussion of how ombuds globally can play a role in ending GBV, and the parameters of our role.  In preparation for this session, and to gain more understanding of this initiative, go to Courage to Act.  www.couragetoact.ca/blog/how-to-get-involved.  What are the promises? What are the barriers? How can these be overcome?


Presenter CV:  

Natalie Sharpe (B.A. Hon, M.A. Anthropology) has professional certificates in negotiation, mediation, arbitration, and “Essentials for Ombuds” (FCO/Osgoode). She has been President of the Association of Canadian College and University Ombudspersons since 2016.  She has worked at the University of Alberta for 35 years as an ombudsperson. Natalie has presented at national and international ombuds conferences, and teaches part-time in ADR, gender roles, and women and work and unions. She previously worked as an indigenous land claims research director and encyclopedia editor.


19: Student Ombudspersons, empathy and compassion: a fundamental reflection
Cristina Riche (Brazil) and Jorge A. Ribeiro Pereira (Portugal)


Abstract: As far as we are aware of, there are trainings provided for some organizations, but there is no academic pathway to perform the function of Student Ombudsperson. Moreover, we are not born taught. Thus, what characteristics and skills a person should have/train to be a Student Ombudsperson? There are many, but empathy and compassion play a special role.
We live in a world all together and be empathetic is the first step to make an effort to understand the other. Furthermore, empathy opens the way and enables us to be prone to help the other – compassion. A Student Ombudsperson with this ability will be a better person doing is job and not a mere bureaucrat.


Presenter CVs:
  

Cristina Ayoub Riche President of the Instituto Latinoamericano del Ombudsman / Defensorías del Pueblo (ILO); retired Professor of the Group of Public Policies Studies in Human Rights ( NEPP-DH) of the Federal University of Rio de Janeiro (UFRJ) ; former Ombudswoman of the Federal University of Rio de Janeiro ( UFRJ) ; created and implemented the Ombudsperson Office of the National Bank for Economic and Social Development ( BNDES) and the Ombudsperson Office of the Federal University of Rio de Janeiro; She was President of the Executive Committee of the Red Iberoamericana de Defensorías Universitarias (RIdDU) and is a founding partner. She is a Lawyer; Master and Doctorate in the History of Sciences, Techniques and Epistemology ( HCTE ) from the Federal University of Rio de Janeiro; Graduate and Postgraduate in Literature, Education and Law; Conflict Mediator; Former Member of the Conflict Mediation Commission of the Ordem dos Advogados do Brasil -OAB /RJ (Rio de Janeiro Section of Brazilian Lawyers Council); Has published books and articles on arbitration law, conflict mediation and public ombudsperson offices.

Jorge A. Ribeiro Pereira is the Student Ombudsman (SO) at University of Beira Interior, in Portugal, since February 2021.

He has a master in medicine at the same university.

He is currently a member of the Portuguese Network of Ombudsperson in Higher Education, ENOHE and RIdDU.

He is an enthusiastic of exchanging knowledge, good practices, experience and internships.

His work as a SO is more preventive rather than reactive and is mainly focus on students’ empowerment, dialogue facilitation, mediation and collaboration with students’ representatives and pedagogical councils.

His office is promoting digital transition, modernization and data confidentiality.


20: Towards a Comparative Approach to Ombudsing: Creating an International Framework for Ombuds Research and Practice 
Ryan Smith (USA)


Abstract: Few fields can claim to be as international and intellectually diverse as that of the ombuds. In 1713 King Charles XII of Sweden adopted a practice observed while in exile in Turkey when he created a representative – an ombudsman – to keep royal officials in check. This practice stuck, and as Sweden moved in the direction of a parliamentary democracy, parliament too adopted this model, codifying the ombudsman in the constitution of 1809. Although it took some time, other countries began to adopt the institution as well, beginning with Finland in 1919, Denmark in 1955, and New Zealand in 1960. Each of these countries, and many countries thereafter adopted the ombudsman idea, but adapted it to its own unique political, economic, and social systems.

Ombuds systems have evolved in interesting ways, one country or region adapts practices from other countries that fit their own environments and conditions. While comparative analyses have been utilized to evaluate unique ombuds schemes (Behrens, 2007; Conway, 2013; Herfs, 2016), and country specific case studies have also been conducted, an evaluation of this approach has not been conducted. I am in the process of writing a paper which will evaluate various comparative analyses and consider the merits of this approach. For my presentation, I would like to present this paper as a work in progress, to engage with participants regarding its merits and ways to improve.


Presenter CV:

Ryan Smith is the Assistant University Ombudsperson at Michigan State University in East Lansing Michigan, in the United States. He holds an MA in international studies and development and a doctorate in higher education, both from the University of Denver. His research interests include historical and comparative analyses of ombuds, conflict resolution, and educational systems.


21: Establishing a New Ombuds Office: Tips from Recent Experiences and an analysis of the historical development of the profession
Brent Epperson  (Luxembourg)

Abstract: The University of Luxembourg boasts approximately 7000 graduate and undergraduate students. The university hired its first ombudsman in 2021, serving students, academic, and administrative staff. In the first year of operation, the ombudsman managed 224 cases, demonstrating interest in the new service. One of Europe’s newest university ombuds, the ombuds role at the University of Luxembourg has emerged at a time when many economic sectors were revaluating their in-house conflict management services and considering the development of an ombuds office. How do the experiences of other recently established ombuds offices compare? How do institutions know whether in-house ombuds services or contracted external ombuds services are right for them? How has the field of organisational ombuds practice evolved since the first ombuds offices emerged in the 1960s and what should senior administrators know about the evolution of practice? What are key lessons from both history and the recent experience in Luxembourg and elsewhere for those who wish to establish a new ombuds office? Drawing on recent direct experiences in several universities and recent literature, this paper outline a paper forward for those who are committed to establishing a new office or trying to find their way in a new ombuds position.

Presenter CV:

Brent Epperson has served as Ombudsman at the University of Luxembourg since January 2021 (currently part-time). He simultaneously serves as an Assistant Professor of Conflict Studies at Saint Paul University in Ottawa, Ontario, Canada. In his role at Saint Paul, he works with the Centre for Informal Dispute Resolution (CIDR) to promote the ombuds profession and best practices in ombudsmanship. As a Partner at Just Equitable (https://justequitable.ca/ ), he works as a contract Ombuds and conflict management consultant.