1. Objectives

Strategic Directions, the University’s highest level strategic plan, specifies that the University’s operations are based on the following equity-orientated values and guiding beliefs:

• Fairness, openness, honesty and trust are fundamental: they are expected of all who are associated with the University.
• The strength of the organisation lies with its people: respect for all individuals and their roles are vital for success.
• Freedom of inquiry and expression must be fostered.
• Achieving equal opportunity, affirmative action and access is of critical importance.

Strategic Directions identifies Equity and Access as a Key Result Area for the University and states:

The University is committed to the principles of equal opportunity and affirmative action for both staff and students. It aims to provide access to education, training and research opportunities for all disadvantaged groups. Access, including physical access, to facilities for people with disabilities is a priority. The University is particularly keen to address equity and access issues related to Indigenous Australians.

The approach adopted is that the University will promote nationally identified equity target groups, noting the current emphasis on students who are of low economic status, and assist those in these groups with existing education, training and research opportunities. Improvements in access, participation, retention and success of students in all equity groups will be a priority. In the development of facilities attention will be paid to the needs of disadvantaged groups. For students of Aboriginal and Torres Strait Islander descent, preparatory and enabling courses will be continued and support arrangements enhanced. Student support services will be maintained. Equity and access issues relevant to University staff will also be addressed.

2. Strategies

Strategies to be implemented over the next triennium for each target group are listed below. It should be noted that many strategies are appropriate to more than one group.

2.1 People with disabilities

Historical trends in Lin Martin indicators are indicated below:

Performance in access and participation of people has markedly improved over the last three years while indicators of retention and success have been maintained at a high level.

• make available access and facilities maps for all NTU campuses
• ensure that all promotional material for prospective students includes a statement on disability support
• make available a brochure for dissemination at recruitment forums which explains support services, assistance and reasonable accommodations available to students
• all NTU recruitment videos and television advertisements to be closed captioned
• special efforts of liaison and networking to be designed, developed and implemented by Faculties and Divisions
• ensure that admissions and enrolment practices are inclusive of people with disabilities

2.1.2 Strategies to assist retention and success

• ensure that the University is committed to open planning in the provision of resources to provide an appropriate environment which includes support services
• conduct disability awareness workshops to academic staff and staff working in key areas e.g. Faculties, Library, Information Technology.
• promote and provide ongoing support for the Learning Space for Students with Disabilities
• ensure that academic programs are inclusive of students with disabilities and that alternative assessment strategies are implemented to determine the outcome of academic courses through negotiated support services outlined in the policy for students with a disability and implementation manual
• ensure that on-line information developed by NTU meets Human Rights and Equal Opportunity guidelines.
• maintain a pool of special equipment to assist students
• provide a physical environment which minimises barriers for students to undertake their studies
• include the needs of people with disabilities in the operation of safety, health and risk management

2.2 People with a low socio-economic status

Historical trends in Lin Martin indicators are shown below:

Access and participation of students with a low socio-economic status (LSES) have remained at a low level while retention of this equity group has improved and success has been maintained at a high level.

2.2.1 Strategies to improve access and participation

• offer enabling and bridging programs
• promote the need for scholarships for HE programs of study
• develop mechanisms to extend payment of enrolment fees for students demonstrating severe financial hardship
• waive VET fees for students demonstrating financial hardship
• give priority access to on campus accommodation and facilitate provision of rental subsidy
• develop strategies to easily identify students from low income backgrounds
• identify barriers to access and develop strategies to assist in their removal
• provide training for students to access on-line admissions and enrolments where they have not had previous access to information technology

2.2.2 Strategies to assist retention and success

• provide student loans for students in need
• facilitate workshops to assist students managing on a low income
• assist students by maintaining an up-to-date register of casual employment in Equity and Student Access and the Uni Info Shop
• develop an on-line second hand text book exchange

2.3 Students from non-English speaking backgrounds (NESB)

Historical trends in Lin Martin indicators are shown below:

Catchment analysis has shown that in the Northern Territory there are more than 100 national origins in the NESB group. Patterns differentiating NT from other states include the relatively high proportion of NESB students born overseas and the strong representation of migrants from SE Asia. Trends in participation figures are difficult to interpret because of a change between 1996 and 1997 in the state reference value for students from a non-English speaking background although access and participation have recently declined. The retention and success of NESB students has exceeded those of other student groups.

2.3.1 Strategies to improve access and participation

• promote a culture of internationalisation and interculturalisation
• network with NT secondary schools through Student Facilitator (Course Promotions/Careers)
• target specifically, support programs available to NESB students

2.3.2 Strategies to assist retention and success

Strategies are aimed at reaching and maintaining retention and success rates at values equivalent to, or in excess of, mainstream students.

• promote and affirm the value of cultural diversity in all University activities
• enhance capacity for students to undertake English language study
• offer staff development programs through Student Facilitator (Interculturalisation) which facilitate cross cultural awareness
• provide bridging and enabling programs to assist students who have been educationally disadvantaged.
• provide expertise in Equity and Student Access to meet the needs of NESB students
• facilitate networking with local ethnic groups through the Uni Info Shop Friendship Scheme

2.4 People from rural and isolated areas

Historical trends in Lin Martin indicators are shown below:

Access values have fluctuated for both rural and isolated students though there may be definitional problems for both categories. The current state reference value for rural students in the Northern Territory is given as zero which makes it impossible to calculate a value for participation. Participation for isolated students has remained constant. Trends for retention for both groups are positive while success of isolated and rural students exceed that of other groups.

2.4.1 Strategies to improve access and participation

• continue to enhance the programs offered through the University’s remote campuses.
• continue to support the Isolated Children Parents Association
• offer all NTU programs externally and on-line
• provide enabling programs on site to isolated students

2.4.2 Strategies to assist retention and success

• implement study skills program on-line
• encourage isolated students to access Equity and Student Access services.
• ensure isolated students have access to on campus accommodation
• Expand infrastructure to teaching being undertaken on location at Regional Centres/Communities .
• Engage in continuous improvement in teaching and assessment methods to take account of the needs of students studying off-campus.

2.5 Women

Historical trends in Lin Martin indicators are shown below:

High levels of access, participation, retention and success have been maintained for female students at the Northern Territory University

• ensure promotional material supports women and acknowledges the importance of women’s participation
• continue to focus on young women in schools and mature aged women in the community in marketing campaigns
• continue to offer appropriate bridging courses, particularly in Mathematics and Science
• provide women’s study programs which are relevant to all students
• maintain quality affordable child care facilities

2.5.2 Strategies to assist retention and success

• adjust course times, where possible, to encourage female participation.
• expand provision of baby care facilities on campus
• ensure curriculum content in programs of study, particularly those in non traditional fields are inclusive of women
• revise curriculum and teaching methods and assessment protocols to take account of the needs of women and in particular programs where females are currently under-represented
• continue to provide postgraduate scholarships for women returning to study after child bearing/rearing.

3. Selection procedures and outcomes for merit based equity scholarships.

NTU received 7 new HECS merit-based equity scholarships for 1998. Two students who received scholarships last year withdrew from the scheme thus providing an EFTSU of 9 scholarships available for 1998.

Advertisements were placed in Northern Territory newspapers in the following areas: Darwin, Litchfield Shire, Katherine, Alice Springs, Arnhem/Gove and Tennant Creek.

Information about the scholarships was also provided to NT secondary schools and from the Uni Info Shop.

36 applications were received.

In terms of the selection process:

• applicants needed to have been made an offer of a place thereby satisfying merit requirement;
• the Manager, Student Facilities and Equity Branch assessed each application for eligibility both qualitatively (on the individual’s case as presented) and quantitatively (on a points system ); and
• analysis submitted for consideration by the Joint Teaching Development Committee which produced a ranking of applicants.

As a result of the number of part-time applications a total of 15 students were offered a HECS Merit-Based Equity Scholarship commencing in 1998 and covering the following equity group categories: Rural and isolated (5), LSES (14), Disabilities(4), Indigenous (6), NESB (4), Women in non-traditional fields (6).

4) Contact Officers

Professor R McKay
Vice-Chancellor and Director of Equal Opportunity
Telephone 08 89466044
Facsimile 08 89270612
e mail vc-pea@ntu.edu.au

Elizabeth Macdonald
Manager, Student Facilities and Equity
Telephone 08 89466421
Facsimile 08 89466654
e mail emacdona@darwin.ntu.edu.au

Back  -   Return to Contents  -  Next