1. Equity Objectives

Whilst developing a national and international role, Central Queensland University emphasises working in partnership with the culturally, economically and educationally diverse Central Queensland region. This focus of serving the distinctive needs of a diverse regional population, is conveyed by the following extract from the University’s Strategic Plan 1998 – 2001.

"Central Queensland University will pursue a set of interdependent goals emphasising a commitment to the improvement of higher education opportunity and equity, and a concentrated focus on excellence, innovation and community partnerships."

This "commitment to equity and equality of opportunity" clearly underpins the first two of the broad goals identified in the Strategic Plan.

"In collaboration with TAFE, the School Sector and other training providers, rapidly advance the Central Queensland region’s level of educational attainment toward the state and national averages."

Explicit confirmation of the University’s focus on the enhancement of access and equity is provided in the following Strategic Priorities extracted from the Strategic Plan.

• "Build upon the University’s strong record of achievement in access and equity to increase further the opportunities for persons from a diversity of backgrounds to participate successfully in higher education, and implement more effective strategies for recruiting students drawn from diverse backgrounds.
• Enhance cross cultural awareness and the understanding of Indigenous perspectives throughout all sections of the University community and integrate this awareness and understanding into the conduct and support of teaching, research and community service.
• "Develop course articulation arrangements which will improve opportunities for higher education participation and increase the range of pathways through which students can achieve University qualifications.
• Improve the transition to university and the rate of participation with success in the University’s award programs through improvements to selection processes, bridging and preparatory programs, the secondary/first year interface, and support for commencing students."

The University’s overall strategy for achieving its equity objectives continues to be multi faceted and multi targeted. In most cases, both strategies and programs have been deliberately designed to target a number of equity groups, and to address more than one performance indicator. In order to comply with the constraints of a six page document, the Equity Plan presented here can make only brief reference to particular programs and strategies. A more comprehensive outline of these can be found in previous CQU Equity Plans. The document herein comprises a set of parallel summaries for individual equity groups, involving a focus on current performance against the equity indicators followed by identification of strategies/programs on which continued emphasis will be placed over the triennium. All strategies and programs are revisited annually, enabling us to refine and reorient particular programs and to identify the need for new initiatives. The document incorporates mention of relevant instances of such refinement/reorientation or planned new initiatives.

The ‘Martin’ indicators are used to measure the progress of each of the designated groups. CQU believes that once the success and retention indicators surpass the relevant national or State ratio, proposing further increases is not appropriate as this could suggest people from equity groups are expected to perform better than non-target groups. Therefore where a figure is already greater than 1.0, the goal is simply to maintain that level.

2.2 People from Low Socio-Economic Backgrounds

These data have been prepared using national figures, reflecting the fact that CQU has a large distance education population drawn from throughout Australia.

Aged under 25: Low SES students have increased as a % of CQU students, from 39.95% in 1997 to 41.31% in 1998.

Aged 25 or more: Low SES students have decreased slightly as a % of CQU commencing students, from 34.71% to 34.25%.

Aged under 25: Over 1997-98, Low SES students have increased from being 9.92 to 10.09 times as numerous as High SES students at CQU.

Age 25 or more: Over 1997-98, Low SES students have increased from being 3.54 to 3.83 times as numerous as High SES students.

Aged under 25: The retention indicator has fallen from 1.028 to 1.023 - but is still above parity.

Aged 25 or more: The retention indicator has fallen from 1.049 to 1.007 - but is still above parity.

Success Indicator

Aged under 25: Low SES students increased their student progress rate from 0.74 in 1996 to 0.76 in 1997. Other CQU students simply maintained their student progress rate at 0.74. This has resulted in a small improvement in the success indicator from 1.02 to 1.03.

Aged 25 or more: Low SES students increased their student progress rate from 0.80 in 1996 to 0.82 in 1997. Other CQU students simply maintained their student progress rate at 0.79. This has resulted in a small improvement in the success indicator from 1.02 to 1.03.

CQ Connections (a program specifically designed to enhance the participation of Low SES school leavers will continue to provide support for this group. A formal evaluation of the program is nearing completion. Similarly two well established bridging programs, Skills for Tertiary Entrance Preparatory Studies (STEPS) and Women into Science and Technology (WIST), will be continued in view of their recognised success in assisting Low SES mature age people gain access to University.

2.3 People from Non-English Speaking Backgrounds

Central Queensland has a far lower percentage of NESB people than both the state and nation.

Access Indicator The 1998 figure of 2.11% has exceeded the projected figure of 1.98 and has in fact met the projected figure for 2000.

Participation Indicator The State benchmark, the percentage of the State population which is NESB, has been amended from 7.1 to 2.6. This has been responsible for the major improvement in the participation indicator from 0.29 to 0.78. In real terms, the number of NESB students increased only marginally.

Retention Indicator The retention indicator has improved slightly, from 1.053 to 1.060.

Success Indicator The success indicator has been reduced from 0.92 to 0.88.

Based on reviews of existing services provided to students, from 1999 the Communications Learning Centre will introduce a literacy program into the mainstream curriculum to provide a more integrated approach and to comply with the increasing emphasis on literacy standards. This program has been designed to assist a range of students including those from Non-English Speaking Backgrounds. Monitoring of this program will be conducted on a regular basis. Based on the effectiveness of their services to date, the Communications Learning Centre, together with the Maths Learning Centre, will continue to cater for learning difficulties experienced by NESB students.

Access Indicator Whilst the access figure for 1997 was 1.74 %, information obtained from the Disabilities Officer suggests that 101 commencing students (2.2%) had registered with the Equity Office. The 1998 figure of 4.12% represents a pleasing increase on 1997 and far exceeds the projected figure of 1.83.

Participation Indicator The participation indicator reported in 1996-7 suggested an increase from 0.38 to 0.46. However, the figure only took into account students who had indicated on their Optical Marker Readout (OMR) enrolment form that they had a disability. To more accurately determine the numbers of students with a disability, students who had officially registered with the Equity Office but who had not reported their disability on their OMR form were included. When this was done, participation rose to 2.3% according to the disability component of the student record system. For 1998, participation has risen to 4.12%, exceeding the State figure of 4.0%

Retention Indicator The apparent retention rate for students reporting with a disability is 0.757, considerably higher than the rate of 0.731 reported for 1997. This has produced an indicator value of 1.081.

Success Indicator Students reporting a disability achieved a student progress rate of 0.73 for 1997, a substantial improvement on the 1996 rate of 0.69. This has produced an indicator value of 0.94.

In view of the success of the Disability Support Program, CQU is examining the feasibility of extending the program throughout 1999. This may include the appointment of paid personnel at each campus to assist in the provision of support for the growing number of students with disabilities. Investigations are also underway to examine ways in which DEETYA Co-Operative Project Funding can be more evenly distributed throughout Central Queensland to assist people with disabilities. A data system to provide lecturing staff with a more comprehensive profile of students with disabilities, is also being developed.

Access Indicator Commencing rural students decreased from 3340 in 1997 to 3110 in 1998, a slightly greater decline than that for all CQU commencing students. As a result, rural students comprise a slightly lower percentage of all commencing students - 67.79% compared to 68.56%.

Participation Indicator The State benchmark figure still uses 1991 Census data (1996 Census data are not yet available) for calculating the % of the Queensland population which is rural (36.6%). However, all indications are that the rural population now comprises a smaller percentage of Queensland’s population. Thus, the 1991 data systematically under represent CQU’s performance on this indicator. (The same comment is even more applicable for the isolated student equity group). The proportion of CQU’s student population which is comprised of rural students has declined marginally, from 67.58% in 1997 to 67.31% in 1998. However, this is most likely simply a reflection of the continuing decline in the proportion of the Queensland population which is rural.

Retention Indicator The apparent retention rate for rural students declined from 0.758 in 1997 to 0.726 in 1998. The retention rate for other CQU students decreased less (from 0.671 to 0.654) so that the indicator for rural students fell from 1.131 to 1.111. A contributing factor is thought to be the social and economic hardships experienced by most rural families in the CQ region.

Success Indicator This indicator has increased slightly from 1.06 to 1.07.

Access Indicator The isolated population in the Central Western Statistical Division is small, and decreasing due to out-migration. Long-term drought over the 1990’s has contributed to depopulation of these isolated areas, and has meant economic hardship and associated personal/family difficulties. Despite these circumstances, the 1998 access indicator of 5.91% represents an increase on the 1997 indicator of 5.52%, and exceeds the projected indicator of 5.57%.

Participation Indicator CQU has slightly increased the proportion of its student population drawn from isolated areas, from 5.67% in 1997 to 5.70% in 1998. The participation indicator has now reached parity with the (1991) State benchmark.

CQU’s student records under-estimate participation for the rural and isolated groups. If a student moves, the new "permanent home address" replaces the former one. Since students tend to move from isolated and remote rural areas to less remote or urban areas (and not visa versa), there is a systematic tendency for students coming initially from isolated and rural locations to be "administratively" redesignated as they move out of these areas. To overcome this problem, CQU will change its student record procedures to retain the initial home addresses.

Retention Indicator The retention indicator has fallen slightly from 1.003 in 1997 to 0.989 in 1998, and is now marginally below parity. The same social/financial factors contribute to the decline in this indicator for both rural and isolated students.

Success Indicator The success indicator for isolated students has improved slightly from 0.96 to 0.98 and has very nearly achieved parity.

The rural Central Queensland region which comprises the core of the CQU catchment area has a high incidence of Low SES and other dimensions of disadvantage. In recognition of this, many CQU equity programs such as STEPS, WIST and CQ Connections have been designed for this multiple disadvantage . This emphasis on multi targeted programs will continue. The University will continue to provide support to students from rural and isolated areas through regional campuses, distance education and flexible delivery strategies. An extensive range of student services including evening telephone counselling and both on and off campus mentor support programs have been developed in response to evaluations which have identified additional support needs for rural and isolated students. Considerable research has been conducted into the quality and effectiveness of services offered in order to refine strategies and programs (reports available on request).

Architecture

This field of study includes the building technology courses offered by CQU.

Access Indicator The 1998 figure of 22.58% represents an increase on the projected figure of 17%. Anecdotal evidence suggests that courses in this category prove popular with mature age women working within industry.

Participation Indicator The 1998 figure of 12.84 exceeded the projected figure of 8% and is expected to be maintained.

Success Indicator The success indicator is 0.94 representing a slight decrease on the previous year’s figure of 0.96.

Ratio Higher Degree Research to Undergraduate/Ratio Higher Degree Coursework to Undergraduate No higher degree programs are offered in the field of architecture.

Business / Economics

Indicators in regard to this group are extremely good, and CQU no longer considers this a non-traditional area. The exception is the ratio of higher degree research to undergraduate courses (0.74) and the ratio of coursework to undergraduate courses (0.70). For coursework degrees, this low ratio is caused by the predominance of males in the MBA (most of whom are already employed and enrolled on a part-time or external basis). Studies in this area suggest that the introduction of fees has impacted on women’s capacity to undertake higher degree study.

Access Indicator The 1998 figure of 5.68% represents an increase on the 1997 figure of 5.25%.

Participation Indicator The 1998 figure of 7.44% is a slight decrease on the 1997 figure of 7.88%. The Women in Engineering Committee has recently embarked on a strategic planning exercise to identify strategies that will assist in enhancing women’s access and participation in engineering.

Success Indicator The success indicator increased from 0.90 in 1996 to 0.96 in 1997 .

Ratio Higher Degree Research to Undergraduate/Ratio Higher Degree Coursework to Undergraduate The 1998 ratio of 1.07 for higher degree research is considered good. The low higher degree coursework ratio reflects in large part the small overall enrolments at this level.

Science

Although the access and participation indicators show decreases compared to 1997, these reflect data anomalies rather than declining performance. Due to student records system problems, many students enrolling in the Women into Science and Technology (WIST) program were not reported in the 1998 DETYA statistics. Because fewer of the enabling course enrolments reported for 1998 were in WIST (a program catering exclusively for women), females comprised a smaller proportion reported in the non traditional field of science. This has produced the apparent downturn in overall performance against the access and participation indicators. It is noted moreover that, despite this data anomaly in enabling courses, science award courses improved their performance over 1997 - 1998 in both access (from 23.02% to 32.13%) and participation (from 28.32 to 30.35).

Success Indicator The success indicator increased from 1.03 in 1997 to 1.11 in 1998.

Ratio Higher Degree Research to Undergraduate / Ratio Higher Degree Coursework to Undergraduate The 1998 figures of 1.00 and 2.53 are considered very good and indicate that access in these courses has improved overall.

To improve women’s participation in non-traditional areas, the Women in Engineering, Women in Maths and Computing and Women in Science and Technology coordinators will collaborate on recruitment and retention strategies throughout the triennium. ‘Tracking’ processes are underway to monitor the progress of women studying in these fields. Following recent `mainstreaming’ of other successful (originally HEEP funded) programs such as WIST and STEPS, it is anticipated that from 1999 both Women in Engineering and Women in Computing will be mainstreamed..

To enhance women’s participation in postgraduate studies, the Women in Research Committee is planning to conduct an information forum for final year undergraduate students to encourage them to pursue an academic career. Several scholarships will also be offered to encourage women to undertake postgraduate careers. CQU made available 50 HECS places (PGHP's) for students from designated disadvantaged groups who were enrolling in fee-paying postgraduate courses. A PGHP exempts the recipient from paying full fees and instead is only HECS liable. Primacy was given to those applicants from Low SES background, with nearly half of the recipients being women.

3. Reviews and Evaluations

In addition to the specific reviews and evaluations mentioned in relation to particular equity strategies and programs, the University funds a number of programs which provide opportunities for staff to review and evaluate programs to enhance the access, participation, retention and success for a broad range of students. One such program is the Action Learning Program which funds staff to work in teams to design, implement and evaluate teaching and/or administrative practices in order to be more accessible and accommodating of students’ diverse learning requirements.

A working group comprised of staff involved in access and equity programs is currently working with a consultant from the Flinders Institute of Public Policy and Management. The group is working on the development of a set of qualitative performance indicators in order to enhance methods of reviewing and evaluating the effectiveness of equity programs and strategies.

4. Merit-Based Equity Scholarships

CQU allocated its full quota of EFTSU Merit Based Equity Scholarships in 1998. The University has taken steps to ensure that all eligible students are given every opportunity to apply for the scholarships. To be eligible, applicants had to provide verifiable evidence that they were from Low SES Background (and other designated disadvantaged groups as applicable) and indicate how they felt they would benefit from the scholarship. Evidence was also required from a ‘responsible person’ to verify their claims. A selection panel which included representation from the Equity Office and CAITEC (Capricornia Aboriginal and Islander Tertiary Education Centre) considered each application and made the final selection. Information on the scholarships was forwarded to all first year students in their enrolment packages and advertising was conducted in the local paper. All scholarship recipients were multi-disadvantaged.

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