The mission of the University of Melbourne is To secure its position as the premier research and teaching university in Australia, and to be one of the finest universities in the world.

The University of Melbourne is committed to:

• the highest international standards of research, teaching and administration;
• engagement in the intellectual life and academic development of the international higher education community;
• leadership in promoting the intellectual, cultural, economic and social welfare of Melbourne, Victoria and Australia;
• academic freedom for all staff and students to engage in rational enquiry and public discourse without fear or favour; and
• equity and anti-discrimination as fundamental principles through which staff and students are encouraged and assisted to realise their full potential.

In a diverse Australian higher education system, different types of institutions will serve increasingly differentiated educational functions and student constituencies. In such circumstances, the role of the University of Melbourne will be to maintain an unqualified commitment to excellence measured against the highest international standards of teaching, research and scholarship.

The University’s commitment to equity and access is shaped by this essentially meritocratic orientation but not weakened by it. No-one with the capacity to take advantage of world class higher education should be denied access to the University of Melbourne by virtue of socio-economic circumstances or other disadvantage. For all those who gain access, first rate support services and administrative processes sensitive to individual needs will be available so that all may achieve their full potential. Maintaining authentic equity agendas will be especially important in a competitive, deregulated environment.

The University is committed to the general goal of achieving equity through increased participation of priority groups identified as disadvantaged in the Commonwealth's 1990 equity policy statement A Fair Chance for All. In relation to the priority groups, other than Aboriginal and Torres Strait Islander people (to be found in the Indigenous Education Strategy), the following University-wide objectives have been set for the 1999-2001 Triennium.

• To increase access to the University for meritorious students from targeted equity groups.
• To develop mechanisms which will comprehensively profile student equity groups and facilitate monitoring of access and equity policies (identifying structural impediments which inhibit access and equity).
• To provide high quality specialist educational programs and support facilities to merit-worthy students irrespective of culture, gender, age, location, disability or disadvantage.
• To communicate the University’s commitment to access and equity and to enhance the integration of access and equity in all aspects of the University’s functions.

The University’s goals and strategies for the 1998-2000 triennium are as follows:

Strategy 1.1 Ensure that admissions policies reflect the University’s access and equity goals and that no talented student is denied access because of membership of a disadvantaged group

Activity Develop the Melbourne Access Program, one component of which will be to investigate alternative measures of merit to be used in the consideration of applicants from equity groups for admission to the University’s undergraduate programs.

Ensure that University policies are congruent with the equity objectives

Evaluation Access and Equity Committee (AEC) to monitor access and participation focusing particularly on low socio-economic status (SES), rural and isolated students and women in postgraduate study.

Strategy 1.2Through the Targeted Access Program (TAP) and Mature Age Entry Bridging Scheme, facilitate access to the University for talented students from equity groups

Activity Faculties supported to select and enrol 320 Targeted Access, Mature Age and Bridging Program students across undergraduate courses.

Review selection procedure in special admissions schemes to redress potential disadvantage for students from equity groups.

Evaluation Increased access rates of low SES and rural and isolated students as indicated by the Equity Performance Indicators

Strategy 1.3Ensure sensitivity to the needs of equity groups is inherent in all University publications (print and electronic).

Activity Inclusivity criteria to be part of publications guidelines.

Evaluation Evidence of compliance with disability guidelines and with the University's Cultural Diversity Policy.

Strategy 1.5Utilise the Melbourne Access and Equity Scholarships to support equity targets.

Activity Refocus eligibility criteria to more effectively target talented equity group students.

Evaluation Continue promotion of Melbourne Scholarships to equity groups, with the number of targeted scholarships awarded to increase by 15% from 1998 level.

Goal 2 To develop mechanisms which will comprehensively profile the priority student equity groups and facilitate monitoring of access and equity policies (identifying structural impediments which inhibit access and equity)

Strategy 2.2 Extend University data base on retention and success factors.

Activity Undertake research into student non-completion.

Undertake more detailed analysis of student profiles in terms of access and equity

Continue student cohort data tracking program measuring academic performance

Evaluation Update statistical analysis of equity group outcomes and monitor through the AEC.

Strategy 2.3Monitor outcomes of Access and Equity support programs, focussing on access, participation, success, retention as well as on employment outcomes

Activity Streamline the process of collecting and reporting data

Monitor Faculty progress against equity targets

Review the Disability Action Plan, monitoring performance against plan

Evaluation The AEC Audit to monitor performance against plan

Goal 3 To provide high quality specialist educational programs and support facilities to merit-worthy students irrespective of culture, gender, age, location, disability or disadvantage

Strategy 3.1Utilising the matrix managed Student Support Plan, design and deliver a coordinated and comprehensive range of student support services which are informed by and responsive to the needs of students in the equity groups

Activity Through the Student Support Plan, fund initiatives which support students from equity groups, prioritising those which enhance retention and success in students from low SES and rural and isolated backgrounds and women in postgraduate study

Enhance support for rural campus students through outreach programs and through the use of multimedia technologies (including CD, video conferencing and interactive websites)

Enhance support for students with psychiatric disabilities by resourcing a specialist support program

Enhance support for students from NESB through a diagnostic English language testing and follow up support program

In collaboration with the Postgraduate Association and the School of Graduate Studies, further develop and resource programs targeting women in postgraduate study

Evaluation Qualitative feedback from students on their perception of success factors; evidence of improved retention and success through the Equity Performance Indicators; monitor the academic progress of target groups, celebrating successes

Strategy 3.2 Facilitate transition of students from equity groups

Activity Through the Student Support Plan, fund a project position to co-ordinate and facilitate development and implementation of best practice models of peer mentoring

Evaluation Peer mentoring incorporated into Faculty transition programs

Goal 4 To communicate the University’s commitment to access and equity and to enhance the integration of access and equity in all aspects of the University’s functions

Strategy 4.1 Through matrix management, facilitate the inclusivity and complementarity of student support programs across all faculties

Activity Utilising matrix management, develop a student-focused approach to service delivery which addresses the needs of students from equity groups

Through the Student Support Plan, develop an extended hours (web/telephone) service which will enhance student support, improving accessibility for students with mobility and sensory impairments and for rural and isolated students

Evaluation Annual monitoring of usage and satisfaction data to ensure needs of target groups are optimised

Strategy 4.2 Facilitate the implementation of the University's Cultural Diversity Policy

Activity Through the Cultural Diversity Forum and its working groups, provide advice as to how the University can best undertake its responsibilities for overseeing cultural diversity

Develop an information/training package for teaching/support staff on implications of discrimination legislation and on the additional support needs of students from equity groups

Foster staff initiatives which promote access and equity in student support, teaching and research and highlight meritorious outcomes

Map the cultural diversity of the University’s student population utilising the Victorian College of the Arts template.

Evaluation Positive feedback from students and staff on their awareness of cultural diversity and its implications and communicate outcomes

Strategy 4.3Ensure University academic processes such as student selection, Progress Committees and Students-at-Risk programs are informed by institutional responsibilities through documents such as the Disability Action Plan

Activity Ensure University policy documents relating to equity issues are disseminated through print and electronic means

Evaluation Increased compliance levels

Thirty-seven Commonwealth funded Melbourne Equity Scholarships were awarded in 1997, providing exemption from HECS charges for the duration of an undergraduate course. The classifications and definitions used were as follows:

• Students from low socio economic background as determined by whether a student received AUSTUDY benefits during Year 12
• Women in non-traditional study areas including undergraduate degree courses in engineering, computer science, information systems, geomatics and building, as well applicants for Science with a major in mathematics or physics
• Students from a non-English speaking background as determined by the applicants’ declaration that the main language spoken at home is a language other than English (LOTE); the applicant was born overseas; the language of instruction overseas was a LOTE; and the applicant arrived in Australia less than five years ago
• Indigenous Australians based on the applicant’s declaration that they are an Indigenous Australian
• Students with disabilities as determined by the applicant’s declaration that they have a disability, impairment or long term medical condition which has had a significant impact on their ability to study to date
• Students from rural or isolated areas as determined by the place of residence and completion of year 12 or secondary school in either a ‘small rural’ or an ‘isolated area’ (cities of 25,000 or fewer people).
• All Targeted Access Program (TAP) applicants who were members of the designated equity groups were considered for Equity Scholarships.

Notional quotas were also set for each equity group. Faculties provided lists of suitable candidates to a central Scholarship Selection Committee which made the final decision on awards. Substantial effort was made by the Committee to ensure that each Faculty was awarded at least two scholarships.

Equity groups represented were as follows:

• low socio-economic background (12)
• disability (2)
• Aboriginal and Torres Strait Islander (3)
• non-English Speaking Background (5)
• rural (12)
• women in non-traditional areas (3)

In addition to the Commonwealth funded equity scholarships, 17 Melbourne Access Scholarships, which are available only to students coming directly from Year 12, were awarded to equity groups as follows:

• low socio-economic background (6)
• disability (3)
• non-English Speaking Background (3)
• Aboriginal and Torres Strait Islander (1)
• rural (3)
• non-traditional study (1)

The Scholarship application form allowed students to apply for both equity and access Scholarships with numbers and benefits clearly defined in the promotional material. All TAP applicants (including non-school leavers) who are members of the designated equity groups are considered for Equity scholarships even if they have not completed a scholarship application form.

An additional five scholarships were offered by the Faculty of Engineering and a number of other smaller scholarships targeted particular equity group members including women in postgraduate study, students with a disability and Indigenous Australians. Ten scholarships were awarded to rural students. In 1998, the University awarded two Helen M. Schutt scholarships to the top female recipient of Australian Postgraduate Awards, two ATSI scholarships for postgraduate diploma students and one Melbourne Award Special Scholarship for a Koori postgraduate to attend a Cultural Studies conference in Wales. There is also an annual award for a postgraduate student with disabilities.

Access and equity contact officers

Table 1 Actual and Target/Projected Performance Indicators for the Equity Groups 1996-2001

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