Murdoch University’s Strategic Quality and Improvement Plan 1997-2002 (SQIP) includes five major themes that contain a number of key strategic directions. The stated outcome of the equity theme is to increase the diversity of staff and students. In pursuit of its mission the University aspires to be a world class institution which has four key distinguishing characteristics. Amongst them is:

Accessibility:

The University will be a welcoming environment for, and accessible to, students and staff from all backgrounds and will provide them with equality of opportunities to achieve the highest standards.

This accessibility is to be achieved through meeting the following two OBJECTIVES, the first of which relates to students, and the second to staff:-

1. To redress any under-representation of designated equity groups at all levels of the University's student profile.
2. To redress any under-representation of designated equity groups at all levels of the University's staffing profile.

b) Strategies and Performance

The Equity initiatives outlined in this section are framed in the context of the SQIP, where key strategies, operational strategies and performance outcomes support the identified objectives. The two stated key strategies supporting the student- oriented objective are:

1. Enhance the participation rate, retention rate and success rate for designated student equity groups.

2. Enhance the access, facilities and support available to students where there are barriers to achieving their full potential.

The operational objectives stated in the 1997-2002 Plan will evolve as each is completed and new opportunities arise. Some of the operational strategies relating to this for the 1999-2001 triennium are University-wide, whilst others apply to specific equity groups.

University-wide strategies

The Equity and Access Scholarship Scheme for fee-paying students enrolling in postgraduate programmes by coursework was piloted in 1998 and will be consolidated in the triennium. Applicants are required to demonstrate low income status, in addition to other equity criteria. The University has a policy to commit 10% of the fee income from Australian postgraduate coursework enrolments to these scholarships.

There are a number of University-wide operational strategies designed to improve retention rates for equity students. The Equity Section, for example, provides diversity training for tutors of the mandatory undergraduate foundation units. The Teaching and Learning Centre provides a skills development unit designed for commencing students encountering difficulties with the transition to tertiary study. In 1997 the Equity and Health and Counselling Sections undertook a research study of undergraduate student retention. This study was completed in 1997 and the recommendations will be implemented in the forthcoming triennium. The success of these initiatives is expected to result in improved retention rates for all categories of equity students.

Executive Deans and Senior Managers are required to report annually to the University’s Equity and Equal Opportunity Committee on their equity initiatives and achievements within their areas of responsibility. This reporting mechanism was introduced to support the devolution of accountability for equity initiatives to the Divisions themselves.

1. All Target Groups

An alternative entry program was developed for the Rockingham Campus in 1998. It was modelled on the successful UniQuest program which has been conducted on the main campus annually since 1991. This strategy is designed to improve the access of all equity target groups. Eleven participants from the inaugural Rockingham UniQuest program were subsequently accepted to commence degree programs in 1999. They were from the South West "target" region and were predominantly from low socio-economic backgrounds. An annual intake of 20 people is planned for this Rockingham UniQuest program over the forthcoming triennium]

The UniAccess program, established in 1997 and consolidated in 1998, caters for all equity target groups and will be continued in the period 1999-2001. The profile of participants for the 1998 intake was Low SES 63%, Disability/Medical Condition 38%, Rural and Isolated 18% and non-English speaking background (NESB) 15%. A total of 33 students progressed to undergraduate program from this intake. UniAccess is a successful model of an access program that also contributes to improved retention and success rates for equity students. For the 1999-2001 triennium it is planned that UniAccess will provide undergraduate access for 40 students each year.

Services to students from the designated equity groups are continuously reviewed to ensure they are meeting students’ needs. From 1999 onwards, a questionnaire regarding the effectiveness of support services will be administered to all equity students who withdraw from the University. Responses will be analysed in an effort to design improved services and service delivery.

It is planned in 1999 to link the Equity Section’s student data system to the University-wide student record system which is currently being upgraded. This initiative will improve the integrity of Equity students’ records, in the forthcoming triennium.

2. Specific Target Groups

The Equity Section has developed its own operational strategies for specific target groups for the 1999-2001 triennium, in support of the key strategies contained within the SQIP. These operational strategies are listed below for each target group, along with related performance indicators. The order of listing indicates the priority given to these groups by the University.

2.1 Low Socio-economic Background

Access, participation and retention statistics for this group improved over the past twelve months, with the exception of access for those over 25, which fell by 0.96%.

Recent changes to the Federal Government agencies have required the University to establish effective working relationships with the new service providers. Operational strategies to improve the University’s performance in relation to this group for the forthcoming triennium include increased contact with specific agencies such as Centrelink, with particular emphasis on Jobs Education and Training (JET) officers throughout the Perth metropolitan area, and consolidation of the link between adult education colleges and the University’s alternative entry program. In 1998, 63% of participants in the UniAccess program were from low SES backgrounds.

Other strategies planned for 1999-2001 for this group include the development of the newly established alternative entry program at the University’s Rockingham Campus; the establishment of a part-time level 4/5 Project Officer position at Rockingham, responsible for the access program and day-to-day contact with equity students at that campus; and the introduction of cultural awareness and grievance and harassment training at Rockingham.

Planned Performance Outcome:
Equity entry program to contain at least 65% people from low SES backgrounds over the forthcoming triennium.

2.2 Disability

In 1998, access rates for students with disabilities increased to 3.73% from 3.401% in 1997. Participation rates rose to 0.991 in 1998 from 0.921 in 1997.

In 1997/98 three major evaluations were undertaken of the Disability Support Program. These were the Review of the Disability Support Program, which surveyed all currently enrolled students, the Disability Access Audit of the campus and the Undergraduate Student Retention Study. As a result of these three evaluations, the current disability policy has been revised and a Disability Action plan developed. These revisions had significant input from staff, students and community organisations representing people with disabilities. The operational strategies summarised below arose from these evaluations and will be undertaken over the next triennium to address the slight drop in retention and success rates (down from 0.983 in 1997 to 0.961 in 1998).

• To ensure that prospective students with disabilities who are also members of other equity groups (eg NESB, Aboriginal or Torres Strait Islander people) become aware of, and participate in, the University’s alternative entry program, there will be increased promotion of these programs in the forthcoming triennium through liaison with relevant community groups and advertising in relevant publications.
• In 1998 the first Deaf students requiring sign language interpreters enrolled at Murdoch University. In response to this, teaching, learning and assessment strategies for the Deaf will be developed by December 1998 for implementation in 1999.
• Although the Disability Access Audit concluded that overall campus accessibility was good, a number of remaining barriers on campus were identified. A management plan will be developed in 1999 to address these remaining barriers over a five-year period.
• The evaluations highlighted the need to provide accessible computer stations. By 1999, ten accessible computer terminals will be provided for students with visual impairment.

• A survey of academic staff attitudes and understanding of disability will be conducted as a joint co-operative project with the University of Western Australia in 1998/99. Also, guidelines will be developed for modifying, substituting or supplementing curricula and course work to take account of the needs of students with disabilities. This will result in the production in 1998 of a manual for staff which will be distributed in 1999. In addition, disability-specific student focus groups will be conducted for each major disability group in 1998, and it is planned these workshops be repeated each year in 1999-2001.

• An employment policy and action plan for graduates with a disability is being developed in 1998 and will be implemented in the forthcoming triennium. Training and resource material for this action plan is being produced co-operatively with another WA institution.

The next bi-annual survey of the Disability Support Program to assess the effectiveness of the services being provided by the University is scheduled for 1999. Priority areas which will be assessed to determine if they are meeting the needs of students with disabilities include the Teaching and Learning Centre; the Graduate Careers and Placement Services; the Library and Computing facilities and the University’s Orientation program.

Planned Performance Outcome:
Achieve an access rate for students with disabilities of over 4.0% by 2001, and improve the retention and success rates to 0.9%.

2.3 Women

The University, in 1998, introduced one part-time Research Studentship to encourage increased enrolment by women in higher degrees by research. The studentship is targeted at those who have been prevented from returning to research level study due to family commitments. The Research Studentships will be awarded each year for the forthcoming triennium.

The proportion of women undertaking study at research level and enrolments in coursework program in Engineering, Mineral Science, Information Systems and Computer Science overall remain below the access target set by the University. Nonetheless, the female access rate into Engineering, which stood at 18.99% for 1997, was significantly higher than the national Engineering access target for women of 15%. As Engineering is still a developing program there is opportunity for the University to build upon this strength in the forthcoming triennium.

From 1999, Divisions with low rates of female enrolments will be asked to institute mechanisms to redress this issue, eg through establishing peer-mentoring programs with students in secondary schools.

Planned Performance Outcome:
Achieve a female access rate into Engineering of 20% by the end of the triennium.

2.4 Rural & Isolated

Access for both these groups declined a little in 1997. Participation remained steady for Rural students, but there was a marginal decrease for those from Isolated zones. Retention improved slightly for Rural students.

The development of the University’s on-line facilities over the forthcoming triennium is expected to provide particular benefit to students in rural and remote areas. Access for this group will be further enhanced by increasing the number of students from rural and isolated high schools progressing to the UniAccess program (8% in 1998) or the Tertiary Options Project (TOP) alternative entry program. An evaluation of currently enrolled rural and isolated students is planned for 1999, to identify issues relating to access and support for this group. Particular regard will be paid to the opportunities provided by the On-line program.

Planned Performance Outcome:
Achieve an increase to the access rate for rural people by 1% and for Isolated people by 0.5% by 2001.

2.5 NESB

Murdoch has a small number of students from this equity group. Access has decreased by 0.53% to 2.94%. Both participation and retention show a marginal decline. In order to redress this, for the period 1999-2001,there will be increased involvement with community organisations through the Overseas Qualifications Network, Migrant Resource Workers and Migrant Resource Centres in northern and southern metropolitan areas. Particular focus will be placed on specific language groups well represented in the University’s catchment area, (Italian, Portuguese, Bosnian, Serbian and Croatian) including targeting of recent Humanitarian program arrivals.

Planned Performance Outcome:
Achieve an access rate for this group of 3.50% by2001.

In 1998 Murdoch was granted 32 scholarships for distribution. Demonstrated low socio-economic status was a required criterion for all applicants.

Selection procedures

A Scholarship Selection Panel was established to review all applicants. All applicants had to meet the following ‘Eligibility’ criteria:

• Membership of one of the identified equity groups
• Australian permanent residency
• Enrolment in a university undergraduate program for the first time
• Demonstrated significant financial difficulty

Applicants were then ranked according to the number of ‘Priority’ criteria they met:

• Admission to a degree program via one of the Equity entry program
• Being the first in his or her family to enrol in a university program

Candidates were further ranked on the basis of their written submissions. Finally, they were then grouped according to their ‘primary’ equity status. If there were more eligible applicants than there were scholarships available within each group, applicants were randomly selected.

• All students who were made an offer for undergraduate admission to Murdoch in 1998 were mailed an advertisement about the scholarships.
• Posters and information sheets were displayed and distributed during the enrolment sessions.
• Posters and information sheets were distributed to Student Administration and School Offices.
• Scholarship information was mailed to all students who participated in Equity entrance program and others who had registered with the Disability Support Office or the Aboriginal Education Centre.

1998 Allocation

All applicants in 1998 received full scholarships (for the duration of their Bachelor degree) and had to meet the criteria of low-socio economic status. The scholarships were distributed as follows:

• 4 to Aboriginal and Torres Strait Islanders students
• 3 to students from Non-English Speaking Backgrounds (priority areas)
• 7 to students with a Disability and Medical Condition
• 6 to students from a Rural and Isolated background
• 3 to Women enrolled in Non-traditional program of study
• 7 to students who demonstrated a low income status

Review of 1997 scholarship recipients

In 1997, the first year of the initiative, academic performances were reviewed each semester. In Semester Two, any unallocated scholarships (due to withdrawals etc) were re-allocated as one semester only scholarships to applicants from the original pool or to appropriate mid-year enrolling students. At the completion of 1997, scholarship holders who had received a scholarship for their undergraduate degree were again reviewed. All students who had not met academic conditions for the continuation of the scholarship were sent letters asking them to provide an explanation. Applicants who failed to respond or whose circumstances no longer met the criteria had their scholarships withdrawn.

c) Contact Officers

Vicky Nazer, Acting Equity Officer
Telephone: (08) 9360 2639 nazer@central.murdoch.edu.au

Geraldine Box, Equity Projects Officer
Telephone: (08) 9360 6146 g_box@central.murdoch.edu.au

Karen Brown, Equity Officer (Disabilities)
Telephone: (08) 9360 6152 k_brown@central.murdoch.edu.au

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