University of Ballarat a) Equity Objectives The University of Ballarat places a strong emphasis on serving its regional community, which is characterised by people from low socio-economic status (SES) backgrounds, rural and isolated backgrounds, as well as having traditionally relatively low participation rates in tertiary education. The University’s equity objectives are to:
The University’s success in achieving these objectives is reflected in the characteristics of its student population. These differ markedly from those of most other universities. Eighty-six percent of its students fall into one or more equity group. On the basis of anecdotal as well as quantitative research data and statistics (such as levels of receipt of Austudy, as well as more severe indicators of student poverty), they are suffering multiple layers of educational disadvantage, and a greater depth of disadvantage compared to other higher education student populations. The University has developed a range of access and equity principles which are set out in the University’s Draft Strategic Plan 1998 – 2000. These are to:
A major institutional change has taken place in 1998, with the establishment of the ‘new’ University of Ballarat, which now includes the School of Mines and Industries of Ballarat and the Wimmera Institute of TAFE. The University is now a multi-sectoral, multi-campus institution spread across Western Victoria, with ten campuses including major campuses in four regional cities. Its student population has consequently become even more diverse. b) Strategies and performance The most significant equity trend for the University of Ballarat is the increasingly rural background of its student population. In 1998, 71.87% of commencing students were from rural areas, compared with 69.22% in 1997, and 68.24% in 1996. The percentage of rural students in the total University of Ballarat student population similarly increased from 69.34% to 71.18% in 1998. Nearly three-quarters of the University’s students therefore fall into this one equity category, meaning that an increasing number of students in other equity groups (disability, low SES) are in fact likely to also be in the rural equity group, and so in at least two equity categories in total. The underlying trend has also been for an increasing number of students from low SES areas to enter the University, although the precise figure for this year has fallen, for reasons which are being analysed. Ballarat has a far higher percentage than the State average of students from rural and low SES backgrounds. This essentially forms the most significant part of the "profile" of the University’s student population – poorer, rural students. Given the large number of students at the University with multiple disadvantages, retention and success rates have been remarkably good for equity students. In even the rural category (which would also include the vast majority of other equity group students), students have slightly higher retention and success rates than non-rural students. Given the student profile of the University, equity factors affecting retention and success are University-wide, rather than equity-specific, issues and are being addressed by a range of strategies and projects. The University has established as its priority area for this year the examination of multiple disadvantages experienced by students. In addition, the University has designated the three following equity categories as its priority groups:
An extensive range of equity strategies underway or planned were included in the 1998-2000 Equity Plan. Many of these, including the FAST (Foundation Access and Support) Program, the Tutoring Support Program, and the Student Progression and Retention Project, have now been mainstreamed as a result of their successful review and evaluation. From 1999, for example, the FAST Program will be fully-funded internally for the first time. Due to the predominance of equity characteristics amongst the University’s student population, the multiple layers of disadvantage, as well as the depth of these disadvantages experienced by students, a series of broad initiatives are currently underway to address these issues in a more fundamental way. This is in recognition of the fact that a number of disadvantages (such as poverty, lack of support systems, lack of family or community experience or expectations of tertiary study) can compound to impact severely on retention and success rates. The equity statistics in themselves are not useful in showing the impacts of these disadvantages. For example, the expression of retention and success rates as a ratio against the performance of all students is meaningless since the vast majority of students at the University of Ballarat fall into equity categories. The equity statistics methodology appears to show that equity group students are performing as well as or better than other students in terms of success and retention, ie. the ratios are close to or above 1:00. In fact, their real retention rates are approximately 0.77. The equity figures therefore belie the real situation and are not useful indicators. The FAST program specifically targets students with low TER scores (both Victorian Certificate of Education and mature aged students), and students who have been through the program are already experiencing higher success and retention rates. Other equity initiatives currently underway include the establishment of an Equity Advisory Committee, the development of a new student charter, seminars in the student residences for first year students, student mentors, student satisfaction surveys, and virtual mentoring in science and engineering for rural secondary school students.
The University’s new major equity initiatives are thus primarily targeted at the groups and issues highlighted above. They include: 1. Student Poverty Project Target Groups: Multiple/Low SES/Rural/Isolated A working party has been established by the Student Affairs Sub-Committee of Academic Board to investigate issues of student poverty and its impact on students in terms of access, retention and success. The group comprises staff across the University from academic and general areas, as well as students. It is conducting research amongst students and developing a range of possible strategies, programs and interventions. These include such issues as investigating course costs and their impacts, providing financial advice, the possible development of a bursary scheme, and the hidden costs of university study. This project was initiated as a result of the evaluation of preliminary research conducted into poverty being experienced by students. Performance Indicators: Development of assistance programs for low SES students, increased success and retention rates. 2. Retention Project Target Group: Multiple A number of linked projects are underway which are investigating the connections between poverty and retention and success, by examining factors such as students’ sources of income, numbers of hours worked, disability, and lack of family experiences of tertiary education. These will be correlated with students’ academic performance and retention rates. One of these projects is a collaborative one with the University of Melbourne, which is looking specifically at factors such as disability and rural background, as well as a number of other indicators of disadvantage. An evaluation of the Student Progression and Retention Project has shown that further research is required in this area to identify the various factors influencing retention rates. Performance Indicators: The isolation of factors affecting retention and success and the development of strategies and programs to address these. 3. ‘Take Your Place – Higher Education for Country Students with Disabilities’ Target Group: Multiple/Disability/Rural/Isolated/Low SES This project is a joint one with Australian Catholic University aimed at encouraging students with disabilities from rural and isolated areas to consider tertiary study. A review of equity statistics showed that this group of students is suffering the most severe disadvantages, and are amongst the least likely group of students to attend university. A model outreach program has been developed and a multi-media information kit has been sent to schools across western Victoria. The project web-site has already been visited around 150 times. The expansion of the project nationally is currently being considered. Performance Indicators: Number of web-site visits; number of requests for information from rural secondary school students with disabilities; increase in their admission rates. 4. Disability Action Plan Target Group: Disability The increase in the number of students with disabilities and increased levels of support required (such as signing interpreters) have highlighted the additional costs of, and difficulties in, organising services away from the metropolitan area. A working party is developing a proposal to undertake a Disability Action Plan which will examine the University’s responsiveness to the needs of its students with disabilities across the higher education and TAFE sectors. Performance Indicators: Completion of an institutional Disability Action Plan with specific outcomes and performance measures. c) Report on Merit and Equity Scholarships Advertisements publicising the availability of the Merit-Based Equity Scholarships were placed in the local press and information was disseminated through Student Administration, Selection Officers, School Administration Officers, First Year Coordinators and Schools and Branches generally. The criteria used for selection were multiple membership of equity categories, with the low SES, rural and isolated, and disability categories receiving the most weighting. For low SES, factors were considered such as Austudy level, Health Care Card and Government benefit status. For the rural category, factors considered included distance from Ballarat and the need to move to Ballarat. Seventeen full scholarships were available. Seven full scholarships and 20 half scholarships were awarded. All recipients fell into both the low SES and rural/isolated categories and 10 fell into multiple categories.
d) Contact Officers Contact details for the Student Equity Unit are as follows: Manager, Equity Disability Liaison Officer Administrative Assistant |
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