A OBJECTIVES

The following excerpts from the University's Statement of Intent demonstrate that a commitment to equity is embedded in the overall ethos and planning processes of the University.

We aim to be recognised widely as a community-sensitive Australian university that is confident and supportive and which brings to its community a level of performance in teaching and research that meets exacting national and international standards.

We will therefore:

• select and support capable students within an equity framework that encourages applications from all groups in the Australian community and from overseas;
• use our strengths in research and scholarship to encourage teaching which develops: intellectual and cultural curiosity; the capacity to challenge assumptions and to embrace new thinking; transferable learning skills; social, cultural and economic understanding; and international perspectives that enrich experience.

The University's equity objectives provide the mechanism for enacting these goals as they relate to students. The University's equity objectives include:

• facilitating the admission of persons from disadvantaged groups into the University so that the student body is more closely aligned with the University's catchment area;
• providing an educational environment which values all students contributions and encourages cultural and social diversity;
• providing assistance to students from designated equity groups to ensure that they have an equal opportunity to succeed in their academic pursuits;
• the mainstreaming of access and equity objectives into the strategic, academic and administrative planning processes of the University; and
• ensuring that the organisational structure and decision-making processes of the University reflect a commitment to student access and equity.

B STRATEGIES AND PERFORMANCE

Context

Whilst the University's access programs have been designed to target the full range of persons from each of the low socio-economic status (SES), rural and isolated and non-English speaking background (NESB) categories, the barriers to access for these people are complex and universities limited in what they can do to ameliorate the situation.

Flinders University is operating in a context of low state economic growth and high unemployment levels. As demonstrated in the University’s catchment area analysis, the north and north western suburbs are of low socio-economic status in terms of family income and occupation. Flinders University is situated some 30-40 kms from these suburbs. This geographical distance alone acts as a disincentive for many students considering university study but combined with depressed economic conditions, it is unlikely that the University will be able to make any major gains in increasing the representation of people from this category, at least not in the short term.

Other factors affecting access patterns are the decline in Year 12 retention rates and the definitional problems associated with both NESB and low SES categories. For example, internal investigations of the profile of students entering under any one of the University's five access schemes demonstrate a higher proportion of students from low SES backgrounds than currently shows up using the single-measure postcode definition. A similar situation exists with respect to the NESB group. Until these definitional problems are dealt with at a national level it is unlikely that the University's equity statistics will change.

Review and Evaluation

The University evaluates the effectiveness of strategies in achieving equity targets on an annual basis. These evaluations are reported to the University's Academic Senate through the Access and Equity Advisory Committee and are included as part of the University's profile submission. In addition, the Access and Equity Advisory Committee from time to time commissions and funds equity-related research projects. Examples in the previous year include:

• Uni is for Allsorts by Rosalind Murray-Harvey. This developed, in collaboration with a group of students from all equity target groups within the University, a series of pamphlets and posters which would reach students from these groups more effectively:

• An Evaluation of Support Services Offered to and Desired by Students from Low SES Status at Flinders University by Mario Bianco. This report made a number of recommendations to improve the effectiveness of student support services;
• Access and Equity Curriculum Review incorporating the lived experiences of NESB people into problem-based cases in the Graduate Entry Medical Course by David Prideaux. This report suggested that the success of work done in Year 1 of the course needed to be extended to Year 2;
• Beyond the Classroom: an evaluation of a pilot program for peer mentoring by Marigold Francis and Ed Irons. This report concluded that the pilot peer mentoring scheme for non-traditional students had value, and suggested ways in which it might be improved;
• Technology and Students with a Disability by Brian Matthews and Barbara Brown. This report recommended actions which would improve the access of students with a disability to various technologies.

The University has identified its target groups for the next triennium in response to:

• its own performance against equity indicators;
• its catchment area analysis;
• national priorities; and
• a review of the equity strategies implemented over the last two years.

For the next triennium the University proposes to focus upon further improving access, participation, success and retention of students from groups in the following order of priority:

1 People from low socio-economic backgrounds

2 People from rural and isolated areas

3 People with disabilities

4 People from non-English speaking backgrounds

5 Women in non-traditional areas (including research).

Improving the access, participation, success and retention of Aboriginal and Torres Strait Islander people remains a very high priority for the University (for details see the University’s Indigenous Education Strategy).

The University believes that its Equity priority order reflects:

• a consistency with national goals;
• the University's decision to take a pro-active approach in the recruitment of students living in rural and isolated areas;
• an on-going commitment to increasing the representation of people from low socio-economic backgrounds in the student profile;
• the decision to target people from non-English speaking backgrounds through school access programs and by working directly with those schools which have new arrivals programs;
• the fact that the University is performing well with regard to students with disabilities but is putting additional mechanisms in place following the adoption of a Disability Action Plan for the University; and
• the success of the strategies implemented to increase female access and participation in both research higher degrees and in non-traditional areas of study.

A range of strategies have been implemented to increase the access, participation, success and retention rates for all equity groups. These strategies and a brief analysis of performance are detailed below.

People from low socio-economic backgrounds.

An analysis of the access, participation, success and retention rates of this equity group demonstrates that in general the strategies employed by the University to increase the representation of people from low SES backgrounds are working. Access rates increased in 1997 over 1996 but decreased between 1997 and 1998. Participation rates increased between 1996 and 1997 and between 1997 and 1998. Success rates improved between 1996 and 1997 and are now at about the same level as non-equity group students. Retention rates for the under 25 category are at about the same level as non-equity group students.

The Student Equal Access Scheme (SEAS), an alternative and flexible selection process which enables the University to form another view of the academic potential of Year 12 students from low SES backgrounds, the Foundation Course and the University Preparation Diploma continue to be important strategies for increasing access of people from low SES backgrounds. Other strategies adopted by the University for the 1999-2001 triennium include:

• increasing efforts in obtaining outside support for the student bursary scheme;
• providing further financial assistance for disadvantaged students through the allocation of funds to the Student Union's First Year Grant Scheme;
• providing child-care assistance for disadvantaged students with dependent children;
• providing equity scholarships for students who can demonstrate financial and social disadvantage to undertake fee-paying postgraduate courses (funded from the Equity budget);
• continuing the enrichment program for Year 12 students drawn from all secondary schools in South Australia;
• continuing the academic support programs for "at risk" students through the University Study Skills Centre;
• providing opportunities for academic staff to develop teaching/learning strategies which are inclusive of students from socially and economically disadvantaged backgrounds;
• expanding existing orientation programs to incorporate those students entering via SEAS or the University's Foundation Course; and
• exploring avenues for implementing a university-wide peer support system for students from low SES backgrounds.

People from rural and isolated areas

Despite the continuing reduction in Year 12 retention rates in South Australia and the general depressed economic environment experienced throughout regional South Australia, the University is encouraged by its performance with respect to the access, participation, success and retention rates of this group.

Access and participation rates for rural students in 1997 and 1998 have increased, with the total number of rural students enrolled in the University increasing by 6.22% between 1997 and 1998. The success rate of rural and isolated students is now at a slightly higher level than non-equity group students, with the retention rates of these students being at around the same level as non-equity group students.

The University's Rural and Isolated Student Access Scheme (RISAS), which provides bonus points to students attending rural and isolated schools in South Australia, will continue to be an important strategy for increasing the access of rural and isolated students. Other strategies adopted by the

University for the 1999-2001 triennium include:

• continuation of the special entry scheme for Year 12 students from southern area schools into the School of Law;
• increasing the number of off-campus teaching programs in key regional centres;
• increasing the number of courses offered in the distance and alternative delivery mode;
• placing all student information, including information about course offerings, on the World Wide Web;
• regular visits by staff to schools and annual meetings between school principals and the Vice-Chancellor and other senior staff of the University;
• continuing support for the Flinders Alumni Scholarship for rural and isolated students; and
• exploring the use of interactional technology and multi-media to support the learning of students studying in the distance mode.

People with disabilities

Access and participation rates have increased over the past three years. The success rate remains stable with the retention rate falling slightly. There have been a number of significant developments in the disability area, both internal and external, which will inform the University's strategies over the next triennium. Most important of these has been the development of a Disability Action Plan for the University which was formally adopted in 1997. In addition to the strategies listed in that Plan the University will implement the following strategies for the 1999-2001 triennium:

• appointing and training of Disability Academic Advisers and Contact Officers in faculties and divisions of the University;
• supporting the Disability Resource Centre;
• supporting student-nominated awards for good teaching practice by staff;
• implementing the findings of the disability access audit report;
• maintaining current levels of support services to students with disabilities;
• participating in joint cooperative disability projects with other universities and TAFE;
• undertaking a needs analysis of the information technology needs of students with disabilities; and
• developing and trialing a range of staff development programs to enable staff to provide an educational environment which supports students with disabilities.

People from non-English speaking backgrounds

Access and participation rates increased between 1997 and 1998. Success rates increased between 1996 and 1997 and are now at around the same level as non-equity group students. Retention rates increased between 1996 and 1997 and between 1997 and 1998, and are now at the same level as non-equity group students.

A significant number of the University's initiatives targeted at students from non-English speaking backgrounds occur within faculties, many of which were reported on in the 1997-1999 Equity Plan. Over the next triennium the Access and Equity Unit will continue to work with faculties to encourage them to monitor and publicise the outcomes of these initiatives.

Strategies adopted by the University for the 1999-2001 triennium include:

• promoting university study through a university presence at multicultural events;
• expanding the Student Equal Access Scheme into areas where there is a high proportion of NESB people;
• continuing the University's representation on the South Australian Tertiary Multicultural Advisory Committee;
• making available Equal Opportunity Awards to any staff member or student who furthers the interest of NESB people either within the University or within the broader community;
• supporting the development of language skills through the University Study Skills Centre; and
• having cultural issues addressed as part of the curriculum review process.

Women in non-traditional areas (including research)

The University has been very successful in increasing the representation of women in both non-traditional areas and higher degrees by research. The access rate in Engineering fell between 1997 and 1998 but is only slightly below the target set by the University. The access rate in Business/Economics rose considerably between 1997 and 1998. The access rate in Science increased slightly between 1997 and 1998. The success and retention rates for women have been constant for a number of years now, and are slightly higher than for males. The access rate for women in higher degrees by research fell slightly in 1998 but the participation rate has increased.

In view of this the University believes that all strategies implemented have been extremely successful and all efforts will continue until the changes brought about by these strategies are thoroughly embedded in the institution's culture.

Strategies for the 1999-2001 triennium include:

• providing promotional material aimed at attracting more female secondary school students into Engineering;
• the development and implementation of a range of gender specific strategies to encourage Honours students to continue to higher degrees by research and putting in place a range of strategies, such as mentoring programs, to support female postgraduates through their course of study;
• constructing a Web page for women (students included) with information on all science and technology listservers and other related web sites;
• improving the female academic staffing profiles through the implementation of the University's Affirmative Action Plan;
• supporting a series of visits by current female undergraduate science students to selected schools to promote non-traditional areas of study; and
• broadening the process of curriculum review to ensure gender issues are addressed in all non-traditional study areas.

C MERIT-BASED EQUITY SCHOLARSHIPS

Advertising

Application forms were available at the time of enrolment and a member of staff from the Access and Equity Unit was available at an information desk throughout the enrolment period, including late enrolment. Prior to enrolment, information fliers were distributed to key student contact points throughout the University (eg Scholarships Office, Admissions Office, Student Union and Yunggorendi First Nations Research and Education Centre). A prominent advertisement was also placed in the state's newspaper announcing the availability of the scholarships. In addition to the above, all students entering under any one of the University's alternative access pathways were contacted by letter and encouraged to apply.

Selection process

To be eligible for consideration for a merit-based equity scholarship applicants had to satisfy all of the following conditions:

• be from a low socio-economic background;
• be HECS-liable;
• be commencing undergraduate studies on either a full-time or part-time basis for the first time in 1998.

Scholarship holders were required to take up their offer of enrolment in 1998 and were not permitted to defer enrolment until 1999. All scholarships were made available for the first 36 units of attempted study (ie one full-time equivalent year).

Points were awarded to each applicant (multiple points for applicants experiencing multiple disadvantage) on the basis of the University’s equity priorities as follows:

Recipients

D CONTACT OFFICER

Dr Vic Beasley
Coordinator, Access and Equity Unit
Tel: (08) 8201 2305
Fax:  (08) 8201 3863
Email: vic.beasley@flinders.edu.au

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