Edith Cowan University
A Executive
Summary
Edith Cowan University continues to address
the historical under-representation of disadvantaged groups in higher education. Equity is
an integral aspect of University planning and is embedded in all mainstream services and
programs offered by the University. |
Strategic Plan p.31 |
Edith Cowan
University is committed to supporting the access and success of the following equity
groups as identified in the Fair Chance for All (1990).
- People from rural and isolated areas;
- People with disabilities;
- People from socio-economically disadvantaged backgrounds;
- Aboriginal and Torres Strait Islander people;
- People from non-English speaking backgrounds;
- Women in non-traditional fields of study.
|
Strategic Plan
pp.30-31
Strategic Plan
pp.13,18,31 |
The Equity Plan:
- Considers the three stages identified as being significant for
students - access, support and employability.
- Outlines the University’ strategies to achieve its equity
targets and meet its equity responsibilities.
The planning process recognises the importance of
the issues of access for rural and isolated groups and of retention for most equity
groups. Efforts to improve access include the provision of a wider and more relevant range
of courses through regional centres, a targeted plan for the south-west region and
flexible delivery. The problem of retention is, in part, being addressed through improved
measures to identify ‘at risk’ students and offer them timely support. |
Strategic Plan
p.31
Strategic Plan
p. 18 |
B Objectives
Edith Cowan University has a strong commitment
to extending educational opportunities and delivery options to students from a range of
social, cultural, educational and language backgrounds, including the disadvantaged. It
aims to provide a caring and supportive learning environment that acknowledges diversity
and promotes excellence in which no student is disadvantaged on the grounds of gender,
race, disability, family status, sexual preference, socio-economic status or age. The
University will continue to review and expand its operations to increase the
representation of equity groups to more closely reflect the composition of the Western
Australian population.
|
Strategic Plan objective
A Fair Chance for All p.2 |
A primary goal of the
University is to embed equity into mainstream university teaching practices and service
provision. Accordingly, the University emphasises cultural inclusivity in teaching and
curriculum development, flexibility in delivery systems and effective support services.
Increasingly, information technology systems are used to improve the availability, quality
and speed of programs and services to people in rural and isolated areas. |
|
Responsibility for
the implementation of equity objectives and strategies was devolved to the Faculties and
Divisions in 1997. These units are responsible for the integration of equity objectives
into their operational plans and developing strategies to increase access for, and the
success of, equity groups. The University will review the operational plans of the
faculties and divisions to evaluate the integration and achievement of equity targets. |
|
C Strategies and
Performance
Edith Cowan University has made significant
progress in achieving targets for particular equity groups and recognises the need to
expand its initiatives to increase the representation and success of other equity groups.
Nationally the University is recognised for its
success in attracting Indigenous Australians. Staff in Kurongkurl Katitjin, the School of
Indigenous Studies, are members of a collaborative project to redefine the performance
indicator for ‘success’ for Indigenous students and develop indicators more
culturally appropriate than those currently used. This development may be the basis of
proposals for a new funding formula for DETYA support for Indigenous education.
The operations and infrastructure of the
University campuses and regional centres are being reviewed in order to enhance learning
opportunities for all students. Strategies to improve access for rural and isolated
students include:
- Alliances with local communities to disseminate information about
university study opportunities and benefits.
- The establishment of practicum placements with professional and
other employer groups in rural and isolated areas. This strategy introduces students to
issues and skills not met in metropolitan placements and exposes those living in these
areas to the activities of the University.
|
Strategic Plan p.16
Strategic Plan p 32
|
Edith Cowan
University is well advanced in its use of communications and information technology to
provide a flexible and distance learning environment. The University plans to:
- Further expand the communications infrastructure to provide
services to all students independent of their location.
- Ensure that the majority of future students have access to their
own personal workstation.
- Expand the number of computers available for loan to equity
students.
|
Strategic Plan. p31 |
- University-wide strategies
Edith Cowan University has a strong record of
enrolling people from equity group backgrounds. In 1996, with the exception of non-English
speaking background, it had the highest enrolments in Western Australia of people from
disadvantaged backgrounds. The 1997 performance was not as strong and as a result,
specific initiatives are to be implemented to increase the enrolments and success of
equity groups in both undergraduate and postgraduate courses.
University wide strategies include:
- Flexible and adaptable program delivery systems.
- Flexible course structures and enrolment modes.
- Increased promotion of courses in schools and communities.
- Expansion of collaborative projects with schools.
- Customised access programs.
- Increased recognition of prior learning.
|
Strategic Plan. p31 |
The University
recognises the need to implement university-wide programs to increase the retention and
success rates of people from disadvantaged groups. The success of equity groups has been
below the projected performance in 1998. In response the University will:
- Expand, over the 1999-2001 triennium, student support services and
resources particularly via the electronic mode.
- Develop innovative and culturally inclusive teaching practices.
- Introduce generic skills into the curriculum.
- Review and implement appropriate initiatives to increase access to
higher degree programs.
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1. Specific Equity Group Strategies
2.1 Students from Rural and Isolated Areas
While the University enrolled the most students
from rural areas in Western Australia in 1997, it did not reach its target. In 1998
students from rural and isolated areas had strong performance on the success indicator,
exceeded the target for retention and underachieved for the success target. Strategies to
improve performance in commencing enrolments to reflect the State profile include:
- A collaborative University secondary schools orientation project
(pilot project in 1998) which will target rural/remote isolated Year 10 and 11 students
and introduces them to university life.
- Introduction of a program of social events and activities aimed at
developing student networks and lessening the sense of isolation.
- A review of the functions and infrastructure of its Bunbury Faculty
and regional centres with the aim of expanding delivery options and increasing access to
support services.
2.2 Students with a Disability
The number of students with disabilities enrolling
at Edith Cowan University has grown rapidly since the collection of data began in 1996.
The student profile is moving quickly to reflecting the 4% of people in the State with
disabilities, a target cited in the Martin report. In 1998 the actual number of students
enrolled and their retention exceeded the targets. However the success of this group was
not as strong as projected. Strategies to assist students with disabilities to enter
university and complete their studies successfully include:
- Maintenance of the University Experience Week for Years 10, 11 and
12 students with disabilities in order to ensure students are familiar with the support
services, study aids and social and cultural activities available at ECU.
- Increase the number and availability of professional development
programs to ensure staff members have knowledge of the issues of concern to these students
and the skills to improve the learning environment.
2.3 Students from a Low Socio-Economic Status
Background
The University has strong enrolments in students
over 25 years-of-age and from a low socio-economic status (LSES). Enrolments by this
sub-group in the last three years is the reverse of the national trend for students over
25 years of age. Retention for this sub-group exceeded the target performance while the
success indicator was slightly less than targeted.
The University exceeded its targets for access,
success and retention for students under 25 years of age and from a low socio-economic
status background. The University will employ a range of strategies to maintain and
improve performance for these sub-groups which include:
- A collaborative curriculum-based orientation project with secondary
schools in low socio-economic areas.
- An awareness raising campaign targeting the parents of these
students in order to develop their understanding of higher education and parental support
for tertiary study.
- Expansion of the number of scholarships offered by the Equity
Scholarship Program to assist equity students to meet course-related expenses or
facilitate their attendance at classes.
2.4 Students of Aboriginal and Torres Strait
Islander Descent
The ECU Equity Plan does not address in detail
issues relating to Aboriginal education and therefore the Equity Plan should be read in
conjunction with the ECU Aboriginal and Torres Strait Islander Education Strategic Plan.
Edith Cowan University exceeded its target for Aboriginal and Torres Strait Islander
students entering higher education in 1998, making it the institution with the highest
enrolments of Aboriginal and Torres Strait Islander students in Western Australia for the
second consecutive year.
A review of the success and retention performance
indicators has shown the University exceeded its targets for retention in 1998. However
the University will do more to improve its performance against these indicators.
Strategies include:
- The provision of Faculty scholarships for students of Aboriginal
and Torres Strait Islander descent who enrol in undergraduate and postgraduate degree
programs in which they have been under-represented historically.
- The appointment of extra tutors to provide advice on the research
and preparation of assignments, most especially for those mature age students with minimal
experience of secondary education.
- The development of an Aboriginal English Web Site (on-line in 1999)
to assist Aboriginal students to adjust to University life and have their ‘own
voice’ within the university system. The web site will also function as a
professional development tool for non-Indigenous staff seeking to enhance their cultural
awareness.
- The provision, in consultation with Indigenous students, of a
program of social activities (similar to the model used for rural and isolated students)
to provide opportunities for networking and the development of supportive relationships
and reduce cultural alienation and isolation.
- The provision of computers on a loan basis for rural/isolated
students and Indigenous students to facilitate home and/or local community based study
together with access to the University’s programs and resources.
2.5 Non-English Speaking Background
The University exceeded its retention targets for
students from a non-English speaking background (NESB) in 1998. Strategies aimed at
maintaining and improving upon this and performance against the access and success
indicators include:
- Broad dissemination of information on the undergraduate and
postgraduate English as a Second Language units available for academic credit.
- Targeted promotion of courses and opportunities for credit and
Recognition of Prior Learning to NESB communities in Western Australia.
- A program of staff professional development which address the
concerns raised by NESB students and raises awareness of the NESB interactive cultural
awareness program.
- Implementation of appropriate bridging courses for commencing NESB
students.
2.6 Women in Non-Traditional Areas
In 1997 the University achieved strong growth in
the number of females enrolling in science and business/economics. Strategies to maintain
this growth include:
- A peer-tutoring project to increase enrolments in engineering
(based upon the successful project for sciences piloted in 1997)
- Provision of postgraduate scholarships in non-traditional areas,
particularly those in which the University has been under-performing.
- Establishment of a mentoring program for commencing equity group
students, particularly women, in science and engineering courses whereby lecturers will
provide explanation, clarification, and administrative assistance to assist with study
related problems.
1. Merit-Based Equity Scholarships
3.1 Promotion of Scholarships
In 1998 Edith Cowan University was awarded 69
EFTSU Merit-based Equity Scholarships. The University developed a comprehensive
information awareness strategy to ensure that all equity group students enrolling for the
first time were aware of the scholarships. The information strategy involved letters of
advice to principals, the provision of on-line Web application forms and further
information, advertising in the West Australian and, in recognition of the financial
disadvantage often experienced by people from equity groups, an advertisement in a free
metropolitan community newspaper. Alongside these activities Indigenous people were
targeted through advertising in the Koori Mail. Feedback from teaching staff, parents and
prospective students in rural and isolated areas indicated that the strategy had been
effective in raising awareness of the scholarships.
3.2 Selection Criteria
The Committee for Student Equity awarded the
scholarships according to published criteria. In recognition of the compounded
disadvantage experienced by multiple equity group membership, those applicants with
membership of more than one equity group were ranked higher than other applicants. All
recipients of a Scholarship possessed a current Health Care Card.
Priority criteria for a Merit-based equity
scholarship included:
- Multiple equity group membership.
- First person in the family to enrol in higher education.
- Access to university after completion of one of three equity
bridging courses.
- The applicant having completed the majority of their secondary
schooling at a school with a low transfer rate to university.
3.3 Membership of recipients
A limited number of applicants identified as being
a member of one equity group. A significant number of applicants identified as belonging
to a low socio-economic background and one other equity group. Strategies to increase
awareness of the scholarship program have been successful. For example in 1997 one
scholarship was awarded to a student of the Aboriginal and Torres Strait Islander group
and slight increases have occurred in the rural, disability and LSES groups. Recipients of
the Merit-based equity Scholarships in 1998 were drawn from the following groups:
- Rural and isolated9
- Disability8
- Low socio-economic status (LSES)32
- Aboriginal and Torres Strait Islander13
- Non-English speaking background6
CONTACT OFFICERS
Professor Liz Harman
Deputy Vice-Chancellor
Telephone: (08) 9273 8258
Facsimile: (08) 9273 8770
Ms Kate Malone
Equity Officer
Telephone: (08) 93706375
Facsimile: (08) 93706080 |