James Cook University’s equity objectives are consistent with the University’s Guiding Principles and Priority Objectives outlined in its publication "Into the Third Millenium". These objectives are:

• To become recognised locally and nationally as a leading Australian university with respect to student equity and diversity.

• To promote, encourage and value student equity and diversity in its academic, administrative and social environments.

• To continue to enhance the provision of equitable access to tertiary studies, particularly to the people of north Queensland, and to increase JCU students’ opportunities to complete their studies successfully.

• To pursue best practice in meeting the varied needs of its undergraduate and postgraduate student population.

During the next triennium, JCU will consolidate the equity strategies implemented in the last few years and outlined in the 1998-2000 Equity Plan, as well as introducing a number of new strategies. JCU’s equity strategies fall into two main groups: specific strategies which target one or more equity groups; and general strategies which apply to all students but which may particularly benefit some equity groups.

The representation of people from low socio-economic backgrounds, both school leavers and mature age students, at JCU has continued to increase in 1998. It is now over six times the representation of this group in the national population. Success and retention rates of school leavers in this group continue to be above the equivalent rates for the rest of the student population (1.05 and 1.078 respectively), while those for mature age students are still slightly below (0.92 and 0.925 respectively).

With the introduction of postgraduate fee-paying programs in 1998, the university has also introduced tuition scholarships targeted at postgraduate students in particularly straitened circumstances.

A program will be established to encourage more school students from low socio-economic backgrounds to consider tertiary education. Schools in the catchment area with low rates of progression to university will be targeted and initiatives will be developed jointly with the schools.

Professional mentoring schemes will be established in selected courses to assist students to gain motivation, knowledge and contacts in the workforce and, where possible, work experience.

Some travel and book grants will be made available for students who encounter difficulties in meeting those costs.

2. Students from Rural and Isolated Areas

As a result of the university’s recruitment activities and programs, participation rates for rural and isolated students have increased significantly in 1998 (to 43.95% and 10.61% respectively), and are well above the State averages. Retention for these two groups has also improved (1.040 and 0.991 respectively), while success (1.0 and 0.99) is now on a par with other students.

The Schools Liaison program will be stepped up during the next triennium to recruit more students from rural and isolated areas. Visits to individual schools, and participation in career markets, will be arranged at least every two years in all parts of the catchment area. Remote and rural school involvement in activities on both Townsville and Cairns campuses will be increased through schools being encouraged to send groups on arranged visits to University Experience and Summer School programs. Subsidised transport will be organised, where possible, to assist students in the furthest locations of the catchment area to attend these events. JCU will also expand its presence in remote and rural areas by encouraging schools to arrange parent evenings, and increasing network contacts with Guidance Officers and Principals.

A growing number of courses and subjects will be offered by flexible delivery and in block mode in several rural and isolated locations. A review of the needs of off-campus students will be undertaken, with a view to providing additional and improved services to these students.

3. Students with Disabilities

The new methods of data collection more accurately reflect the continued growth in access and participation rates (3.35% and 3.55% respectively) of people with disabilities within the catchment area. In 1998, success and retention rates for students with disabilities are respectively on a par with (0.99), and greater than (1.049), those for the rest of the student population.

JCU will continue to implement its successful Disability Support Program which consists of: support services (including advocacy, note taking, special equipment, assistance with access and parking, alternative assessment and examinations); improvement of physical access to buildings and facilities; and provision of information to potential students through outreach to schools and the community.

The Options University Experience Program will be extended to include the Cairns campus. A one-day program for TAFE students will also be offered twice a year. A database of participants will be established to monitor the number of students enrolling at JCU upon completion of their high school/TAFE studies.

A draft Disability Action Plan will be distributed to the university community for comment. A final version will be adopted by JCU and lodged with the Human Rights and Equal Opportunity Commission.

It is intended to establish a Disabilities Resources Centre on the Cairns campus in 2000. The Centre will include an adaptive technology resource room, a braille/tape production area, rest room and office for the Disability Resources Officer.

Where appropriate, financial assistance will be made available to students with disabilities who incur high costs of transport to attend courses.

Access and participation rates for students from non-English speaking backgrounds have continued to decrease in the last few years but are believed to be a reflection of the declining number of recent migrants in the catchment area and of the difficulties in obtaining accurate data through self-identification. Success and retention for this group of students are respectively similar to (1.0), and higher than (1.112), the general student population.

A proposal for a new foundation course to be offered to migrants from non-English speaking backgrounds is currently being considered and further links with TAFE migrant education classes will be built in both Townsville and Cairns.

Support will continue to be available on both campuses for students from non-English speaking backgrounds who need assistance to increase their language skills and to cope with the demands of university study. It includes one-to-one assistance, group classes, preparation for tutorial presentations, and networking, and is offered centrally for all students, as well as in some academic departments.

5. Women in Non-traditional Studies

Over the last few years, the access and participation of women in science courses have remained above the national average despite fluctuations (43% in 1998). However, these indicators have continued to decrease in the engineering field (8.90% and 11.28% respectively). Nevertheless, the retention rate of women is equal to men’s in all disciplines, and the success of female students in both science (1.06) and engineering (1.02), remain above those of their male peers.

During the next triennium, the program will be two-pronged and will consist of:

1. a variety of activities aiming at raising women's awareness of non-traditional studies at JCU (engineering, computer science, mathematics and physics). Such activities will include school visits by staff and students, increased women-friendly marketing, taster workshops and programs, and scholarships, as well as mentoring of commencing students.
2. fostering by the Faculty of Science and Engineering of culture change and examination of the ways in which the teaching methods and curriculum content of its courses can be modified to become more relevant to women's interests and experiences.

6. Postgraduate Students from equity groups

In 1998, the participation of every equity group (except NESB students) increased in higher degrees by research but decreased in higher degrees by coursework (eg: women’s participation in the former increased from 47.09% to 49.042% and decreased in the latter from 64.06% to 63.42%). During the next triennium the faculties will examine the progression of women into postgraduate research and, where relevant, will implement programs to ensure a more balanced female representation in these courses.

As noted earlier, a number of fee exemptions will be available for students who are enrolling in postgraduate courses for which tuition fees are payable and who are unable to meet the cost of tuition. These include several women, Indigenous students, students from low socio-economic backgrounds and from rural or isolated areas. The academic mentoring program for women and Affirmative Action Research Encouragement Awards will continue to be offered to assist women in developing successful research profiles.

Over the next triennium, Executive Deans will assess the representation of equity students in their faculty and develop and implement strategies targeting one or two equity groups which are particularly under-represented in their courses or which have poor retention and success rates. They will be required to report annually to the Vice-Chancellor on their success and future targets.

A range of initiatives between four north Queensland institutes of TAFE and JCU is now in operation. Credit transfer arrangements and articulation arrangements from TAFE courses to University courses are now promoted in a variety of ways, including a credit transfer and learner pathway handbook. These arrangements will also be promoted on-line by the end of 1998. In addition, a range of cooperative 2x2 courses are being developed with the TAFE sector. These programs, currently in tourism, will allow students to graduate after 4 years study, with a TAFE diploma and a University degree. Further 2x2 programs are anticipated in 1999 and beyond. In addition, TAFE institutes and JCU are working towards reciprocal use of a range of infrastructure to facilitate enhanced and supported flexible delivery in rural and remote regions. This will allow undergraduate programs to be offered in regions such as Mt Isa, areas that are significantly under-represented in participation in higher education.

Flexible delivery has been identified as a major goal for JCU in the next five years. During this period, the university will increase the number of subjects and courses available through flexible delivery for students who are unable to study on campus because of work commitments, family responsibilities, and/or geographical isolation. In particular, a Bachelor of Education degree course will be developed for people with disabilities for delivery on interactive multimedia, CD-ROM and the World Wide Web.

Study Centres will be established in Mt Isa and Mackay, with a view to providing access to an increased number of external students.

4. Facilitating entry

JCU's commitment to offering people from a variety of backgrounds an alternative pathway to tertiary education is reflected in its Alternative Entry Scheme. The scheme recognises applicants' experience, prior learning and other achievements, as well as their commitment to tertiary studies. It applies particularly to potential students other than those who have recently completed Year 12, including a high proportion of equity students. Depending on the course applied for, requirements may include a subject prerequisite (some may be obtained with a bridging course), educational qualifications, paid or voluntary work history, essay, portfolio, audition, or an interview.

JCU now also offers Certificate Courses in Cairns and Townsville to facilitate access to tertiary education for students unable to meet the University entry prerequisites. In 1997, over 65% of subjects undertaken by Certificate students were successfully completed. Ten courses have been developed so far in all major disciplines and further courses will be developed during the next triennium.

5. Uniprep

Since 1995, 230 students have enrolled in the Uniprep tertiary program in Townsville or Cairns and 179 of them have completed the course (78%). Of these, 68% have since enrolled at JCU and more intend to do so at a later date.

Over the years, Uniprep students have rated the course on average over 9.5 out of 10 and believe that it is preparing them effectively for further studies (at the completion of the course, only 22% think that they would have been successful at university without it). Uniprep is clearly making a difference in preparing the students for the demands of university studies as those who subsequently enrol at JCU record on average a Grade Point Average 10% higher than the general student population

The program will be conducted in Mackay from mid-1998, in addition to its being offered in Cairns and Townsville.

6. Retention Program

The Student Mentor Program will continue to be strengthened, based on the success of previous years at both campuses. Under this program, continuing students will welcome and facilitate the integration of an increasing number of students into the University and will assist in providing new students with an extra avenue of support, should the need arise.

Faculties, Student Support Services and Academic Services will develop and implement strategies to increase the retention rate of first year students. All faculties will set targets of student retention for the next triennium.

7. Generic Skills

During 1998, the University’s Academic Board resolved that all graduating students were to be expected to demonstrate the acquisition of generic skills, such as information technology skills, interpersonal skills, cultural literacy and awareness and leadership skills.

The Board’s resolutions are being examined by the Teaching and Learning Quality Development Group who are charged with developing an effective implementation strategy. Expected outcomes include better identification of the needs of equity students, and attention to ways of developing such skills to increase employment prospects.

A newly formed Student Feedback Working Group is also examining ways to obtain and use more effective feedback from students on teaching, services and facilities.

Merit Based Equity Scholarships

In 1998, JCU was allocated 17 new merit-based equity scholarships to be awarded to 1998 commencing equity students, in addition to the 15 continuing scholarships first awarded in 1997. As the 1997 rules and procedures proved to be effective in ensuring fair allocation of the Equity Scholarships, the 1998 Scholarships are being administered along similar lines, with only slight modifications.

The scholarships are offered for two years (or equivalent full-time), a shorter period than in most other universities, but as a result can be made available to a higher proportion of students.

Advertising

Scholarship information packs are included with all offers of place made to successful JCU applicants. This advertising method provides all commencing students with an equal chance of applying for a scholarship, and does not disadvantage isolated students who have limited access to print or electronic media, and/or mature age students with no contact with schools or other educational establishments.

Selection procedures

Eligibility for a scholarship is based on DEETYA’s requirements, which emphasise financial or educational disadvantage. Students have to demonstrate socio-economic disadvantage chiefly by the possession of a Health Care Card (or equivalent) or dependence on a person holding a Health Care Card. Evidence of educational disadvantage is based on students’ statements of personal circumstances, with supporting documentation where possible.

The Selection Committee is confident that the combination of criteria applicable to JCU’s applicants yields the fairest process for assessing students’ eligibility, and that the successful applicants are the most deserving.

At the completion of the selection process which was conducted in Semester 1, 1998, scholarships were allocated to 18 students (some students enrolled in short Certificate Courses were awarded part-scholarships), and the remaining scholarships will be awarded to students commencing in Semester 2.

Equity group membership

The 18 successful awardees for Semester 1 belonged to equity groups as shown in the table below. Most awardees belonged to more than one equity group. Students who belonged to only one equity group had faced challenges well beyond that experienced by other eligible applicants.

CONTACT

Professor Eric Wainwright
Pro-Vice-Chancellor (Academic Support)
Ph: (07) 4042 1131
Fax: (07) 4042 1130
Email: Eric.Wainwright@jcu.edu.au

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