La Trobe University

This is an extract of the University’s comprehensive strategic statement. The full statement, including the Disability Action Plan is available from the University’s web site - www.latrobe.edu.au

La Trobe University’s overall objectives for each of the target groups for the 1999-2001 triennium are as follows :

The particular strategies in place and proposed to be implemented over the triennium for each target group are set out. Performance indicators are included. In some instances the performance indicator is a combination of targets and benchmarking.

Performance against benchmarks will be a key indicator for each equity area. Some areas were established during 1998 and consequently these areas will be evaluated in 1999. The strategies are related to six goals.

A major task for 1998 was to establish benchmarks for the provision, utilisation and quality of services in order to move from qualitative to quantitative performance indicators in accordance with the then newly-developed DEETYA policy. Benchmarking will continue for the 1999-2001 triennium following analysis of the range of programs and services, utilisation rates and outcomes over the past three years and in some cases will be set also with reference to the programs of other institutions.

As reported in the 1998-2000 equity plan, new structural arrangements for the provision and service of equity initiatives were established and confirmed by University Council late 1997. Evaluation of these initiatives is ongoing and is being monitored by the University Equal Opportunity Committee, with all faculties reporting increased satisfaction and renewal of focus on equity issues. Faculty Strategic Plans incorporating equity objectives have been developed.

Strategy 1.1 Improve the first-year experience of all students, including those belonging to target equity groups, in terms of personal contact with staff and appropriateness of academic support

Action	Performance Indicators
The Academic Development Unit is working with each Faculty, reviewing its support structures for first-year students, identifying key areas for further development.	Faculty and campus-appropriate programs to be identified and established by 1998/99. Outcomes for target equity groups to be monitored.

Strategy 1.2 Assist students within target equity groups by offering academic and personal support

Strategy 1.3 Assist financially students of merit, particularly those with multiple disadvantage.

X	Commonwealth Equity/Merit Scholarships to be offered on the basis of financial disadvantage and in addition on the basis of belonging to one or more of the target equity groups.

X	Vice-Chancellor’s Undergraduate Scholarships for Students at Regional Campuses.



X	La Trobe University Undergraduate Scholarships for Commencing First-Year Students




X	Vice-Chancellor’s Undergraduate Scholarships (in conjunction with local government) for Metropolitan students resident in Banyule, Darebin and Whittlesea

X	Faculties of the University to provide scholarships for students in target equity groups for fee-paying postgraduate courses

C	La Trobe Housing Company Scholarships

C	TNT Scholarships

C	All Equity/Merit scholarship holders to belong to at least two target equity groups :



C	Five new scholarships taken up at Albury/Wodonga, Bendigo, Mildura and Shepparton for each year of triennium, each valued at $3,000 per year for course duration.

X	Up to 100 scholarships to be available for students commencing in 1998, 1999 and 2000 valued at the discounted HECS fee applicable to the course of enrolment, for course duration

C	Scholarships are available in each municipality, valued at $3000 per annum and tenable for up to four years.

C	At least one grant or scholarship to be provided in each fee-paying postgraduate program by 1999.


C	To be awarded annually from 1998

C	To be awarded from 1998

Strategy 1.4 Assist access by making child care and accommodation available to students in equity groups

Action

Performance Indicators

C Maintain the range of child-care services available to students at metropolitan and regional campuses and access policies consistent with Commonwealth Department of Health and Family Services’ priority of access guidelines

C Accommodation provided at each campus to be filled at least 65% of capacity with students from rural or isolated areas

C The range of residential accommodation and in-house support for students, particularly those from rural/isolated areas, to be maintained at the Bundoora, Bendigo and Albury/Wodonga campuses

C Assistance to students in equity groups by providing accommodation for mobility-impaired students, accommodation and Auslan support for deaf students, 10 free places to students facing financial hardship and three accommodation scholarships for an Aboriginal or Torres Strait Islander student

C 220 places available in University sponsored centres with target equity groups receiving priority within each priority of access category determined by the Commonwealth

C Access to child care on all campuses either through University sponsorship or co-operative arrangements with other groups

C High satisfaction with range and quality of services as evidenced by user surveys

C Adequacy of level of services to be monitored through analysis of demand for places

Strategy 1.5 Ensure course and enrolment information is widely available to equity groups

C The University’s educational support arrangements are highlighted at Open Days, course advisers seminars and course information sessions are the special entry and consideration of long-term disadvantage mechanisms for school leavers and potential mature age entrants

C Equity groups to be provided with specific course information session highlighting availability of selection mechanisms and support services

Continue special information session for prospective students with disabilities

X Establish the number of special entry applicants and number of applicants utilising ‘Form S (the VTAC mechanism for consideration of long-term disadvantage) over the last three years, with a view to establishing bench mark for 1999-2001 triennium

X% of applicants who attended a University Experience Program in 1997 who utilise "Form S" in 1999 selection period to be established for benchmark purposes for 2000 selection period and beyond

XHigh satisfaction with session as evidenced by attendee evaluation

Strategy 1.6 Offer potential mature age entrants quality bridging and enabling programs to encourage enrolment and to assist them to succeed

Action

Performance Indicators

C Bridging and enabling programs to continue

C Bridging programs in general science and in physiology and anatomy for prospective health sciences students

C Free places offered to members of target equity groups in bridging programs

C Specific return to study programs conducted in Melbourne and Shepparton.

C At least 50% of students completing bridging programs to commence an undergraduate program within 12 months of completion of program

C At least two free places made available in 1998; this number will be reviewed in light of demand for 1999 and 2000

C Success and retention rates of return to study students comparable to rates for other students

Strategy 2.1 Encourage students with disabilities to enrol at La Trobe University

C Special information session for prospective students with disabilities

C Disability Advisor to develop community education kit and community outreach program to commence in 1998/99

C Number of applicants with disabilities as measured by the number who utilise consideration of disadvantage selection mechanisms to be established for last three years and this number to increase by at least 20% for each year of the triennium

Strategy 2.2 Assist students so enrolled to participate fully while at La Trobe University

C The Disability Advisors at each campus to provide special support as required, to offer student education forums and workshops and develop student education kits in 1998/99.

C The Attendant Care Service to provide extensive range of high quality services.

C Deaf Students' Academic Services (DAS) to provide extensive range of high quality services.

C The DAS to provide regular note-taking and interpreting services for approximately 15 deaf students for 6 to 10 hours per week each.

C All students with disabilities to be informed in writing of availability of support, equipment and services. Utilisation of services over last three years to be evaluated with view to establishing bench mark for 1998/99-2000/01.High satisfaction with these services as evidenced by student evaluations. Range and quality of services to be benchmarked with services in other institutions annually.

Strategy 2.3 Facilitate successful outcomes at undergraduate level and full participation in higher degrees

Action

Performance Indicators

C Special Needs Educator Program to be established whereby students with disabilities act as educators for staff, students and community groups.

C Success and retention rates of students with disabilities comparable to rates of other students

C Participation rates in higher degrees comparable to rates for other students.

C Special Needs Working Group to be established to effect genuine participation of students with disabilities in policy and practice development.

XStaff Education Program to be enhanced by development of annual training calendar, staff education kit and training workshops

C Participation relevant students in procedure and policy development

C Requests/sessions delivered on an annual basis

C Continue services provided by the Assistance with English Unit, ESL staff at regional campuses, Faculty Language and Academic Skills Units and Educational Support Units

C Utilisation of services over last three years to be established with view to setting benchmark for 1998/99-2000/01. High satisfaction with these services as evidenced by student and staff evaluations. Range and quality of services to be benchmarked with services in other institutions annually

C Success and retention rates comparable to rates of other students

Strategy 4.1 Continue to develop regional campuses: Mildura, Bendigo, Shepparton, Albury/Wodonga

Action

Performance Indicators

X The development of regional campuses supported by a video conferencing network which broadens the range of subjects and programs which can be offered.

X Relevant courses offered through modes of delivery appropriate to its client base, e.g. through concentrated weekend teaching for mature age students at its rural campuses.

X An extensive outreach program to schools in rural and isolated areas is available, and a TER score bonus scheme provided to students in catchment areas of regional campuses.

X Vice Chancellor's Scholarships are available for academically-able students of limited financial means.

C Number of metropolitan subjects available to students enrolled at regional campuses to increase

C 10 % of subjects offered at regional campuses to be available by alternative mode of delivery by 2000

C % of rural and isolated students enrolled at regional campuses to be maintained at approximately 80% of total enrolments for each year of the triennium

C Five scholarships to be taken up at each regional campus in each year of the triennium

Strategy 5.1 Continue financial incentives to students of low socio-economic status and continue appropriate academic support

C In addition to the Vice-Chancellor's Scholarships and the Merit-based Scholarships there are a number of Scholarships offered for academically able students with limited financial means

C The Honours Year Grants Scheme to continue

C Financial Services provide students at all campuses with information and assistance in the form of loans

C Access, participation, success and retention rates of students with low SES comparable to rates of other students

X$65,000 p.a. available to enable 50 to 60 honours year grants to be awarded in each year of the triennium

X500 students to be assisted in each year of the triennium across all campuses

Strategy 6.1 Provide special encouragement and role models for women enrolling in non-traditional areas and enrolling in higher degrees

Action

Performance Indicators

C The School of Management Technology and Environment at Bendigo to continue affirmative entry policy for women

C The Faculty of Science, Technology and Engineering to develop and implement a program to increase the access and participation of women students in engineering and computer science courses

C Continue Honours year grants and Scholarships

C Women to comprise 10 % of students in Engineering programs at the Bendigo campus by the year 2000

C Women to comprise 15 % of students in Engineering programs at the metropolitan campuses, at least 40 % of all students in all science disciplines and at least 50% in all other disciplines by the year 2000

C Women to comprise same proportion of higher degree and postgraduate students as they do of comparable undergraduate degrees by the year 2000

C Tertiary awareness programs to be run for females in secondary schools

The university received a total of 230 applications for 33 scholarships commencing in 1998. This brought the total of Commonwealth Merit-based scholarships in the university to 70. A number of applicants were deemed ineligible for the scholarships because they were in the category of : overseas students; already enrolled in higher education; judged not to belong to any of the equity groups; or had not supplied sufficient information to enable consideration.

The merit based equity scholarships were advertised as part of a general advertising campaign for all University undergraduate scholarships internally, directly to schools and in the metropolitan and regional press and two metropolitan radio stations over November and December 1997.

Recommendations for selection were developed by the Dean (Equity and Welfare), Financial Aid Officer, Equity Project Officer, and the Aboriginal Liaison Officers from the Bundoora and Bendigo campuses following individual consideration of the applications. Financial disadvantage was seen as a selection criterion to be met by all successful applicants. This was determined using a list of indicators that established financial hardship, similarly proof of eligibility for all equity groups was determined and applied to the process. The final part of the process involved the use of TER scores to ensure the applicants met the requirements of the programs they were applying for. In addition, nearly all successful applicants belonged to another equity group. All eligible Aboriginal and Torres Strait Islander, NESB, Women in non-traditional areas and applicants with a disability were offered a scholarship. The distribution and acceptance figures are provided below :

Of the 37 scholarships offered in 1997, all recipients achieved satisfactory results and were therefore eligible to continue receiving the scholarship in 1998.

Kerry Ferguson
Pro Vice-Chancellor (Equity & Access)
Phone : 9479 3523
Fax : 9479 1246
Email : k.ferguson@latrobe.edu.au

Debra Wiemann
Manager, Equity & Access Unit, Bundoora Campus
Phone : 9479 1507
Fax : 9479 1246
Email : d.wiemann@latrobe.edu.au