Applied Science University (Bahrain) – Tracking and Supporting Women’s Graduation (SDG 5)

Monitoring Women’s Graduation Rates vs Men’s

-Active Tracking

ASU systematically tracks student outcomes by gender. The university’s student information system captures data on female and male students’ progression and graduation, enabling annual comparisons of women’s and men’s graduation rates [1]. This is done to maintain gender equity in the academic community – ASU considers itself an inclusive university and values women’s roles equally in academia and beyond [1]. Each year, ASU reviews the number of female versus male graduates to identify any disparities. These gender-disaggregated statistics are used to inform strategy and ensure equal opportunities for both genders [1]. ASU policy (as outlined in the Student Handbook) mandates that tracking of students’ likelihood of graduating be conducted equitably for men and women and without gender discrimination [1]. In practice, this means women’s academic outcomes are measured and reported alongside men’s, reflecting ASU’s commitment to gender-equal monitoring.

-Published Statistics

The university has published data illustrating women’s graduation outcomes. In the 2018–2019 academic year, women comprised roughly half of ASU’s graduates [1]. ASU emphasizes that it “always maintains” a high degree of gender equity in graduation rates [1]. Notably, in 2019–2020 the proportion of female graduates increased by 1% compared to the previous year [1]. This small uptick meant that women slightly outnumbered men among graduates, indicating a positive trend toward women’s academic success. While the exact percentages were roughly at parity (the increase suggests, for example, moving from about 52% to 53% women graduates), the key point is that female students have graduation rates on par with, or slightly above, their male counterparts, and this is monitored year-on-year. ASU’s consistent tracking of these figures shows there is no significant gender gap in completion rates – if anything, women are graduating at equal or higher rates, a fact the university uses as evidence of meeting SDG 5 goals on gender equality in education [1].

Analysis of Women’s Academic Performance

Gender Comparison and Equity: ASU analyzes the collected data to compare academic performance and outcomes by gender. The annual graduate comparisons allow the university to see if women are less likely, equally likely, or more likely to complete their degrees relative to men [1]. According to ASU’s reports, this analysis has consistently shown gender balance in outcomes. The slight rise in the female graduation percentage in 2019–2020 was highlighted as an encouraging sign, demonstrating that women are thriving at ASU [1]. The university explicitly notes that these findings of near-equal graduation rates affirm its gender-inclusive environment. In other words, no large gaps in graduation rates have been observed – women students perform at least as well as men in terms of completing their programs.

-Published Figures

ASU’s publications (e.g. annual reports and newsletters) reinforce this point. For instance, the University Life magazine reported that “more than 4,000 male and female graduates” have come through ASU, underlining that both genders form its alumni base [2]. While this particular figure isn’t broken down by percentage, the phrasing demonstrates that women make up a substantial portion of ASU’s graduates. In public communications, ASU often showcases female student success stories and honors, further implying that female achievement is on par with men’s. For example, ASU’s news highlights have noted female students winning awards in engineering and other fields, reflecting strong performance [3]. Overall, the analysis of academic performance by gender at ASU shows women achieving equally – and the university monitors these metrics to ensure any emerging gap can be addressed promptly.

Support Programs for At-Risk Students (Especially Women)

-Early Identification & Advising

ASU has instituted clear policies to support all students at risk of non-completion, with an eye toward ensuring no group, including women, is left behind. According to university policy, “the university will identify students who are at risk of not being able to meet their academic commitments” and intervene early [1]. This is essentially an early warning system: academic advisors and the Deanship of Student Affairs monitor students’ performance each semester. If a student – male or female – falls below academic requirements or faces difficulties (e.g. low GPA, missed credits), they are flagged for support [1]. ASU explicitly ensures that “students who are at potential risk are identified early and informed about the help and support available to them” [1]. This proactive approach benefits female students as much as males; it ensures that if, for instance, a female student is struggling (whether for academic or personal reasons), the university will reach out with assistance rather than let her quietly drop out.

-Counseling and Mentoring

The Student Counselling Office plays a central role in retention. ASU provides comprehensive counseling services – educational, social, and psychological – to help students cope with challenges that might otherwise derail their studies [1]. Counselors and advisors offer personalized guidance, and “assist students who fall below the minimum academic requirements… through counselling and academic advisors” [1]. For female students, this can be especially valuable if they face gender-specific hurdles or balancing studies with other responsibilities. The counseling office’s mandate includes organizing programs to prevent and minimize problems that may cause students to fail or withdraw [1]. Such programs might include study skills workshops, time management seminars, or peer tutoring sessions – all designed to keep students on track. These resources are available to all students, regardless of gender, but they contribute to ensuring women do not slip through the cracks. Notably, ASU has separate male and female student lounges and support spaces (e.g. common rooms, as mentioned in facility descriptions) to make support services culturally comfortable, though academic support is provided equally.

-Women’s Support Initiatives

In addition to general academic support, ASU has initiatives specifically aimed at empowering female students. For example, the university established a dedicated Women’s Club as one of the official student clubs [4]. This club creates a supportive community for female students, offering mentoring, networking, and extracurricular activities that build confidence and leadership. Through the Women’s Club, female students can find peer support and role models – indirectly boosting their academic persistence. ASU also holds events celebrating women’s achievements: each year the university commemorates Bahraini Women’s Day with events and initiatives highlighting women’s role in education and society (e.g. seminars, exhibitions of female students’ projects) – these activities show female students that their success is valued and expected. Moreover, ASU has partnered with external organizations on mentorship programs; for instance, female professionals from industry (such as women in IT at Petrofac) have served as mentors to female ASU students, encouraging them to excel and complete their studies [5]. All these support schemes – from formal advising and counseling to clubs and mentoring – create an environment where female students have ample support to graduate on time.

-Inclusive Policies

At the policy level, ASU ensures a conducive environment for women’s success. There are strict non-discrimination policies (no tolerance for gender-based harassment or bias) and provisions like maternity leave or make-up exam opportunities for students who might need them, which particularly benefit women. While specific policies (e.g. for pregnant students or young mothers) are not detailed on the public site, ASU’s commitment to SDG 5 implies such accommodations exist. The Special Needs Support services also cover any special circumstances (health, disability, etc.) for both female and male students [1] – female students who might have unique needs are covered under these inclusive support measures. In summary, ASU’s academic support system – advising, counseling, mentoring, clubs – is designed to maximize every student’s chances of success, with particular attention that women are equally supported and do not face higher dropout rates.

Actions to Close Gaps and Improve Outcomes

-Data-Driven Interventions

Crucially, ASU not only measures outcomes but acts on these measurements. When the annual graduate comparisons are made, the university leadership and Quality Assurance Center use the findings to implement improvements. ASU states that “each year ASU develops new strategies to achieve a more inclusive community” in response to what the data show [1]. For example, upon observing a need to encourage more women in certain fields, ASU has organized new events and trainings focused on female empowerment [1]. The slight increase of women’s graduation share in 2019–2020 was attributed to these interventions: the university notes this 1% rise in female graduates came “due to the creation of new events, training in female empowerment, the creation of new policies, [and] the socialization of ASU’s good results”, which motivated more women to continue or start their studies at ASU [1]. In other words, ASU saw from its tracking that women were doing well and to keep that trend, it introduced further support and outreach – creating a positive feedback loop.

-Examples of Initiatives

Some concrete examples of ASU’s actions include:

Female-Focused Workshops

The university has hosted workshops and seminars aimed at female students’ professional development. For instance, the Alumni Club (with university support) organized workshops on skills like report writing and self-management, led by accomplished professionals including female academics [1]. Such workshops, while open to all, often see strong female participation and help ensure women graduates are career-ready (thus highlighting successful completion).

Entrepreneurship & Incubation Programs

ASU’s Business Incubation Centre actively encourages female entrepreneurship. Notably, 53% of the start-up founders in ASU’s incubator are female [1]. The university supports these women entrepreneurs through training and mentoring. The confidence and experience gained can improve their academic engagement and likelihood of finishing degrees (as many are students or recent graduates). This high female participation is a result of targeted encouragement and demonstrates ASU’s success in empowering women to pursue their goals through graduation and beyond.

Policy Adjustments

If any gap is identified, ASU is prepared to adjust policies. For example, if tracking revealed that female postgraduates had a lower completion rate, the university could introduce additional thesis support seminars or assign faculty mentors specifically for female researchers. Indeed, ASU’s Strategic Plan 2020–2025 includes objectives to increase overall graduation rates and ensure support for all student groups [6], which would encompass closing gender gaps if they arise. While the public documentation emphasizes that no major gender gap exists, the presence of these measurement mechanisms and strategic goals means the university is positioned to react quickly to any emerging issue.

-Success Stories and Impact

ASU’s efforts have yielded tangible success stories: many female graduates have excelled and attained leadership roles, showcasing the outcome of an empowering educational environment. The university highlights outstanding alumnae – for example, graduates like Shaikha Hessa bint Khalifa (now a director in a government ministry) and Bdour Adnan Mohammed (a diplomat) are profiled as distinguished alumni [7]. These success stories are a testament to ASU’s supportive framework from admission to graduation. Moreover, external assessments have taken note of ASU’s gender-equality efforts. Times Higher Education’s Impact Rankings have placed ASU among the top 101–200 globally for SDG 5 (Gender Equality), in part due to evidence of tracking and improving female student outcomes [8]. This indicates that ASU’s actions – from clubs and counseling to strategic initiatives – have been effective enough to be recognized internationally.

Finally, ASU fosters a culture where women’s academic success is celebrated and encouraged, helping to sustain high graduation rates. Annual graduation ceremonies and communications often spotlight the achievements of female graduates alongside males. By continuously measuring outcomes and investing in support programs, **ASU ensures that female students are not only enrolling, but also thriving and graduating at equal (or higher) rates compared to men [1]. This comprehensive approach of measure–support–improve demonstrates ASU’s commitment to closing any gender gaps and promoting women’s success in higher education.

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