Support and Recruitment of Students, Staff, and Faculty from Underrepresented Groups

Audience: Students, staff, and faculty from underrepresented groups, including ethnic minorities, low-income individuals, women, LGBT members, and persons with disabilities.

I. Action Plan on the Recruitment of Students and Staff from Underrepresented Groups

The plan is reviewed and updated annually for continuous improvement, based on data collected from recruitment statistics and survey results.

1. Students

Female Students:
Lac Hong University (LHU) offers Women in Engineering Scholarships to encourage and support female students pursuing studies in science, technology, and engineering disciplines—fields traditionally underrepresented by women. The program aims to promote gender equality and empower women to participate in technical and leadership roles.

Low-Income Students:
The university actively recruits and supports students from low-income backgrounds through various financial aid packages, including scholarships, student loan assistance, and additional support such as free transportation, stationery vouchers, and discounted computers and study equipment. These initiatives aim to remove financial barriers and ensure equitable access to education for all.

Ethnic Minority Students:
To enhance educational opportunities and cultural inclusion, LHU provides regional-based scholarships and organizes cultural integration programs for ethnic minority students. These initiatives help foster mutual understanding and a supportive learning environment.

Students from Developing Countries:
International students from developing countries are eligible for scholarships, tuition fee reductions, and free dormitory accommodation during their Vietnamese language preparatory programs at LHU. These efforts reflect the university’s commitment to international cooperation and educational inclusion.

Students with Disabilities:
LHU provides scholarships, accessible dormitory arrangements, and disability-friendly facilities to support students with special needs. In addition, the university offers mentoring schemes and student support services to ensure that all learners can thrive academically and socially in an inclusive environment.

2. University Staff 

Lac Hong University upholds a strict non-discrimination policy that prohibits bias or exclusion on the basis of gender, religion, age, ethnicity, disability, or socioeconomic background.

Recruitment decisions are based solely on qualifications, experience, attitude, and professional responsibility. The university encourages applications from women, LGBT+ individuals, ethnic minorities, persons with disabilities, those from low socioeconomic backgrounds, and international candidates to ensure diversity, equity, and inclusion across all departments.

Recruitment Communication:
All job opportunities are publicly announced and widely communicated through the university’s official channels, including the LHU website and official Facebook Fanpage, ensuring transparency and equal access to information.

Recruitment Process:
The recruitment process is reviewed and updated annually to maintain fairness and alignment with best practices. It consists of two main rounds:

1. Professional Interview: Evaluation of expertise, qualifications, and job-related competencies.

2. Employment Orientation: Clear and transparent communication regarding working hours, regulations, responsibilities, salary, benefits, leave policies, annual trips, and other welfare programs.

Staff Support:
To promote work-life balance and equal opportunities, LHU provides transportation assistance for employees living far from the university campus.

II. Support for Underrepresented Groups

1. Mentoring for Students and Staff with Disabilities

Implementation:
Based on the Regulation on Support for Persons with Special Needs (Decision No. 573/QĐ-ĐHLH, dated 10/09/2020) and subsequent Guidelines No. 1279/HD-ĐHLH, dated 20/09/2023, the university has implemented a mentoring and assistance framework for students and staff with disabilities. Mentors assist participants with learning plans, academic adjustments, and campus accessibility issues.
Time and Frequency: Academic year 2024–2025, ongoing throughout each semester.
Outcomes: 15 students with disabilities (0.15% of total enrollment across 5 faculties) received learning support, tuition reduction, and accessibility adjustments.
Responsible Unit: Office of Student Affairs in collaboration with the Center for Student Admissions and Public Relations, and the Office of Academic Affairs.

2. Peer Support Network for Female Faculty

Implementation:
A peer network has been established to enhance collaboration, leadership skills, and career development for female faculty members. The network organizes monthly meetings, professional-sharing sessions, and mentoring pairs between senior and early-career staff.
Time and Frequency: From 2024–2025 academic year, meetings held monthly.
Outcomes: Improved engagement and peer collaboration; positive feedback reported in faculty satisfaction surveys.
Responsible Unit: Administration & Personnel Office and Faculty Development Center.

3. Counselling for Ethnic Minority Students, Staff, and Faculty

Implementation:
Counselling services have been strengthened to support the cultural religion, mental health, academic, and social needs of ethnic minority members. Services include both individual and group sessions led by professional counsellors, as well as cultural inclusion workshops.
Time and Frequency: Academic year 2024–2025, counselling sessions available weekly; workshops held each semester.
Outcomes: Increased student participation and retention among ethnic minority students; positive feedback reported in end-of-semester evaluations.
Responsible Unit: Office of Student Affairs.