1.1 Macquarie’s Education Mission Statement. As part of its education mission statement, the University has set high importance on

• promoting "access to high quality tertiary education"
• removing "barriers to participation" and
• being "an exemplary provider of modern education, based on research and innovative teaching and designed for graduates of the 21^st Century".

1.2 Promoting access, removing barriers and providing quality education for all are the underlying principles which support the University’s specific objectives in relation to access and equity.

1.3 Identification of Equity Targets. The following factors have influenced the University in identifying these disadvantaged groups to be the object of its special attention:

• the location of the University in the northern districts of Sydney and the demography of the region
• public transport facilities to and from the University
• the expertise and resources for disabilities services provision developed over many years.

1.4 As a result, the University has identified the following disadvantaged groups for priority consideration:

1.4.1 Students with Disabilities. The access percentage of the group has steadily increased in recent years. In 1998 2.82% of commencing students self-identified as having some form of disability. The increase in numbers of the group are due to the considerable professional staffing resources committed by the University and to the reputation being gained as a provider of services to students with disabilities. The University has noted with disappointment the low allocation of marks by DEETYA to this equity group in its annual evaluation of Equity Plans. Nonetheless, Macquarie University will continue to designate students with disabilities as its priority equity group in the coming millenium.

1.4.2 The University will also give special attention to two other equity groups: people from non-English speaking backgrounds (NESB), and women in non-traditional areas. In particular, Macquarie’s success in attracting and assisting people from non-English speaking backgrounds is well above the national average. The University’s strategy for the English for Academic Papers program will continue to provide special assistance for this group. The Numeracy Centre programs continue to remove barriers for women entering non traditional areas and facilitate success for and retention of these students.

2. Strategies and Performance

2.1 Success and Retention Data

NB Figures for the 1998 Equity Plan are given in brackets

2.2 Particular Strategies and Performance Indicators

2.2.1 Late in 1998 the University will adopt a Disability Action Plan currently being completed. The Action Plan will have a time frame of five years, by the end of which it will have been reviewed and revised in the light of changed circumstances and current needs. The Action Plan sets out its own strategies and performance indicators for particular areas of disability services.

2.2.2 The MACCESS Program is designed to provide support for all first year enrolled students whose education has been disadvantaged due to various circumstances. Study skills seminars and workshops, individual assistance, special assistance for NESB students are among the services provided under the Program. The Program has set out its own goals, strategies and performance indicators which will be reported to the Registrar’s Access and Equity Advisory Group.

2.2.3 The Disability Services program within the University Counselling and Health Service has established a strategy for the continuance and development of disability services in the University. Nine defined strategies are identified along with evaluation strategies and performance indicators.

2.2.4 The English for Academic Purposes program provides special assistance for NESB students. The program has a defined strategies plan for 1999 - 2001, identifying objectives, strategies and performance indicators. In particular, the program will extend its facilities to award and non-award students by the use of flexible mode delivery and by the provision of hypertext links to other Internet resources.

2.2.5 Numeracy Centre. Located within the School of Mathematics, Physics, Computing and Electronics, the Numeracy Centre is staffed by a Director and part-time tutors. The Centre aims to improve students’ access to mathematics and maths-based courses; and also to improve students’ completion rates in mathematics and maths-based courses by offering help on an individual or small group basis. The Centre has devised clearly defined strategies and evaluation mechanisms to maintain and improve its effectiveness as a provider of service to disadvantaged students.

3. Merit-Based Equity Scholarships 1998

3.1 Number of Scholarships available: 24 (20 new, 4 relinquished).

3.2 Method of dispersal: Five Scholarships were set aside for women in non-traditional areas, leaving 19 to be otherwise offered. Scholarships were then allocated in proportion to the participation ratio of each equity group within the University’s student population and then ranked in order of TER, and made available as follows:

There was a close correlation between the proposed allocation based on participation of target equity groups and the distribution of the first 24 ranked by TER, and accordingly offers could be made to the first 24 approved students.

Of the 24 Scholarships offered, 23 were accepted. The remaining Scholarship was allocated to the first student on the reserve list of 4 (numbers 25-28 in the TER ranking - all category L).

3.3 Publicity of the Scholarships. All applicants who accepted an offer of a place at the University were given an application form for the Scholarships.

Ms Christine Gardiner
Director, University Counselling and Health Services
Phone: 02-9850 7403
FAX: 02-9850 7750
Email: christine.gardiner@mq.edu.au

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