Australian Maritime College AMC EQUITY OBJECTIVES The Australian Maritime College (AMC) is the Commonwealth Government’s national centre for maritime and maritime-related education, training, research and development. The mission of the AMC is the provision of the highest quality education, training and consulting, and the conduct of applied research of international distinction, to meet the needs of the maritime sector. In realizing its mission, the College is committed to the policy of equity in education and employment, as stated in all AMC advertising, promotional material, the Annual Report, the Student Handbook, the internal Procedures Manual and the AMC Equal Opportunity Management Plan. This commitment is further highlighted in the Corporate Plan, 1997-1999. Goal A refers specifically to the need for AMC programs to be accessible and relevant, aiming to provide an environment that assists students to reach their full potential. This commitment is reinforced in the Corporate Services Operational Plan 1998, which specifies strategies encouraging the enrolment of students from Government-defined equity categories (Strategy B2.3) and the provision of adequate bridging and support services to cater for the needs of these students. The comparison of performance indicators against national figures or against the indicators of other, more broadly-based Universities is difficult due to the specialized nature of the AMC. The majority of AMC students must travel to undertake College courses, thereby incurring cost and family dislocation. In enrolling in maritime-related courses, they aim to enter a sector which is traditionally male-dominated, and which, apart from the fisheries sector, has little history of Indigenous or female involvement. The need to satisfy Government safety regulations prohibits students with certain physical disabilities from attaining certificates of competency associated with some of the courses. With this scenario in view, the College identified three priority disadvantaged groups which it sought to target during the 1999-2001 Triennium:
STRATEGIES AND PERFORMANCE The strategies described in this Plan have the following common equity objectives:
Over the last three years, the average proportion of commencing students, of low SES, under 25 years of age, was 28.6%, while among the older age range (over 25 years), the proportion is approximately 20%. The number of commencing students from rural and isolated areas has increased to nearly 40%. The intake of female students increased from 7.79% in 1996 to 10.33% in 1998. These figures were close to the targeted indicators (Chart 1): Chart 1: Comparison of Performance Indicators, 1994-1997
Participation rates reflect the access trends, but are also affected by retention and success. Retention figures seem to indicate that generally about 40% of students do not complete their courses. This figure may be inflated, as some students are required to complete sea time or industrial experience before continuing to later phases of their study. Mature-aged students over 25 years of age are less likely to continue than other students; membership of other equity groups does not influence retention negatively. In fact, students with disabilities and students from non-English-speaking backgrounds are more likely to complete their courses. Weaknesses in academic background, especially in mathematical areas, may account for some student attrition, particularly among older students. Although the College has offered a Mathematical Induction course each year and additional tutorial support has been available, the provision of appropriate Bridging Courses will be reviewed by the College early in Second semester 1998 in an effort to improve retention rates. Overall, the academic success rate in the College is high (0.92), except for a small number of engineering students from non-English speaking background (0.61). There is no real difference in performance between male and female students, rural or isolated, those with disabilities or Aborigines. More than one-third of our students is over 25 years of age (38.1% EFTSU). Results indicate that these students perform only slightly less well (0.88) when compared with their younger cohort (0.94). The high success rate may be attributed to the small size and highly specialized nature of the college which enables the students to receive support and individualized attention. Staff members know the students personally, problems are identified early and dealt with promptly, especially in the area of mathematics, which can affect progress in other subjects. Because of its national character, the College must ensure that students across Australia are aware of the opportunities available to them through participation in AMC courses. Bridging courses and the articulation of courses facilitate the movement of students from the VET sector into higher education. Since the majority of our students is away from their normal family and peer support systems, the provision of suitable support services and appropriate role models is important. The size of the College and its dedicated staff have enabled it to be responsive to the needs of the students in ways that are practical and effective. Drawing on past experience of successful initiatives, the College therefore intends to implement the following strategies in the 1999-2001 Triennium: The National Maritime and Environmental Schools Orientation Program Since 1994 the AMC has provided a fully-funded residential workshop for careers and maritime studies teachers from targeted mainland states to inspect the College, experience its facilities and discuss tertiary study options with academic staff. In 1997 the College focussed on rural schools from areas with a strong maritime tradition, such as Eden in New South Wales and Port Lincoln in South Australia. In 1998, the same approach has been implemented, with invitations being sent to an enlarged ‘audience’ of schools in rural Victoria, New South Wales and Northern Queensland. This broadened scope was made possible by combining with the University of Tasmania (UTas) in providing an enhanced program, with time spent at the AMC and UTas’ Launceston and Hobart campuses. The program included elements unique to Tasmanian institutions or not found in traditional multi-disciplinary institutions: nautical science, navigation, fisheries, naval architecture, marine engineering, maritime business, Southern Ocean and Antarctic studies, design in wood, aquaculture and specialized aspects of agriculture and geology. Though selected metropolitan schools having large numbers of boarding students were included, the predominance of attendees were drawn from rural areas, with a relatively high level of residents of low socio-economic status. In many instances, participant schools were only able to attend because the opportunity was fully funded by the host institutions. For the 1999-2001 Triennium, it is intended to extend this strategy. AMC tracking has shown that former participants in the schools’ orientation program have introduced significant numbers of enrollees to College study opportunities, thereby raising the College’s profile generally in rural and isolated regions. 2. Off-Campus and Distance Education Delivery In 1998 the AMC has increased the distance-education staff employed at the College. In many instances, courses are being studied part-time on board larger ships and fishing vessels operating in isolated seaways. The increased numbers of enrollees in the Certificate in Maritime Business (available by distance study only) attests to the fact that shore-based employees of port authorities and other maritime-based enterprises are also desirous of combining work with study. A significant number of students in this and other externally-available programs, such as the Graduate Certificates, Graduate Diplomas and Masters of Maritime Business courses, are women and people working in isolated situations.
The College has also entered into joint delivery arrangements with James Cook University (JCU) in Queensland and the Northern Territory University (NTU). In 1997/98, two AMC staff members were based in Mackay and Darwin respectively, providing largely Master 4/5 and Coxswains courses for rural, low SES students. In Cairns, Coxswains programs have also been offered through the Correctional Services Department and through Queensland TAFE. In the Northern Territory, Coxswains courses have been provided successfully at Borroloola and at the Port of Bing Bong. Literacy and numeracy programs were added to the maritime studies component, being funded through AMC and delivered by the Remote Area Training Unit of the Northern Territory University. The AMC Council has authorized the College to pursue actively the delivery of training in rural and isolated areas through its Memoranda of Understanding with JCU and NTU. The College has committed considerable resources to the delivery of the Certificate I in Fishing Operations in both the Northern Territory and Queensland in Semester II 1998. It is anticipated that this off -campus activity will be an increasingly significant element of AMC’s academic profile in the 1999-2001 Triennium. 3. Support Services The provision of suitable, cost-effective accommodation for students away from home is essential. Currently, the College is conducting a review of residential accommodation, which will take into consideration economic aspects, peer support, access to resources, tutoring and facilities, and the creation of an environment conductive to independent adult learning. As a result of the review, an enhanced supplementary tutorial system has been offered through the College Library. At the commencement of 1998 a register of over 40 tutors was established, of which around 20 have been engaged to provide support, as requested by students, in maritime-related disciplines. In this way, prior educational disadvantage, a common problem for students from the targeted equity groups, is alleviated. The success of the enhanced tutorial scheme, in terms of student participation and favourable feedback from teaching staff, has encouraged the College to make provision to extend it over the 1999-2001 Triennium. The Student Support Unit has increased its staff, in an effort to be more proactive and flexible in the delivery of appropriate support services. Informal contact with students and liaison with academic staff continue to be important in the early identification of students who may be at risk. Quantitative data from students has revealed a high level of satisfaction with academic and social support provided by the Unit. The College has encouraged the development of other supportive structures, such as the appointment of Senior Residents in the Halls of Residence, and the involvement of students in College committees, functions and activities. Student organization of the highly successful Seaweek '98 activities was seen as an effective way of encouraging 'esprit de corps' and building students from all backgrounds into a cohesive and supportive group. The College looks forward to further growth in such activity over the Triennium. 4. Feminization of AMC "Culture" The College has taken the following specific steps to promote the achievements of women at the College and to redress the numerical dominance of males on campus. (i) Following the closure of Kerslake Hall at the adjoining University of Tasmania, the AMC marketed its residential facility, Investigator Hall to female UTas students. The number of female students in Investigator Hall is now 37, as opposed to 10 in 1997. Security infrastructure has been enhanced with the installation of ‘Help Phones’ and video monitoring to meet the additional requirements of female residents. (ii) The achievements of female students and staff have been highlighted in AMC publications and press releases. Articles appeared in 1997 focussing on the achievements of Jack Edwards AO Scholarship winner, Heidi Greif (Master of Applied Science [Fisheries]) and Tom Fink Scholar Heike Cramer (Bachelor of Engineering [Naval Architecture]). The Australian Maritime Engineering Cooperative Research Centre, nominated research assistant Larissa Deck, a graduate of the Bachelor of Engineering (Naval Architecture), in the ‘Achievement of Women in Non-Traditional Areas of Work and Study’ Awards promoted by Swinburne University. She was runner-up in the ‘Worked for less that 5 years’ category. In 1998, the AMC Student Association elected a female student as its President. In her capacity as Student Association representative, she is a member of the AMC Governing Council, and represents the students on a number of Standing Committees. The general staff representative on Council is also a female. Female staff are well represented in senior management positions, especially in the Corporate Services Division. Many of them act as mentors for students involved in research and higher degrees. REPORT ON SELECTION PROCEDURES FOR EQUITY SCHOLARSHIPS 1998 Applications were made in writing to the Assistant Academic Registrar and included a personal statement attesting to:
A committee consisting of the Equity Officer and a representative from each of the two Academic Faculties processed the applications. The committee checked that applicants were:
Information with respect to personal financial situation was obtained through a confidential interview with each applicant. The academic potential of the applicants was judged on the basis of educational achievements and relevant community service or employment. Publicity
Equity group membership of recipients The committee agreed on four awardees, their profile being as follows:
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