Southern Cross University

MISSION AND OBJECTIVES

The University's Mission Statement has a strong focus on equity.

One of its five priorities is 'an unequivocal commitment to serving the North Coast Region'. Analysis of the region using postcode demonstrates that this commitment is in accordance with the University's focus on students from rural and isolated areas.

Values defined in the Mission Statement include:

• Fairness/sense of justice: a commitment to equity and access;
• Respect for indigenous identity: recognition, acceptance and support for indigenous identity;
• Internationalism: cultural awareness and broadening of attitude.

Based on the University Mission Statement, an Equity Policy and Plan was produced, and adopted by Council.

The overall objective of the Student Equity Plan is:

To meet the University's commitment to student equity by:

• identifying barriers which affect people from equity groups;
• putting in place strategies which address barriers to access, participation and success for students in equity groups;
• eliminating unfair and inappropriate discriminatory practices;
• monitoring, evaluating and improving University practices to provide a learning environment which is positive for equity groups ;
• providing all students with an education which presents opportunities to understand and value indigenous cultures and other cultural perspectives.

GENERAL STRATEGIES

Objective

To improve retention and success at Southern Cross University for all equity group members.

Background

The University has over half its population in at least one equity group. With 58% rural students, nearly 20% of students from low socio-economic backgrounds, and among the highest percentages in Australia of students with disability, the Plan provides for some broadly based initiatives which focus on retention and success.

Strategies

Curriculum.

To provide curricula which demonstrate respect for indigenous perspectives, cultural diversity and gender inclusiveness.

This continuing strategy has resulted in the development and approval of indicators of inclusiveness in curricula, and a booklet of good practice which is issued to unit developers. Ongoing work includes an analysis of staff understanding of inclusive curricula, and planning for review of programs using the indicators. School and course reviews now contain an equity section.

A Safe Environment

To provide an environment which is safe and free from unlawful harassment or discrimination.

The Equity Plan supports the University in this aim through:

• 'Safety on Campus' initiatives which include publishing a booklet for all new students;
• Publication of the mediation and grievance document, sexual harassment and inclusive language promulgation to new students;
• Staff development in cross cultural training, disability awareness, and sexual harassment prevention;
• Ongoing provision of counselling services, including crisis counselling.

Peer Support

Pilot peer support schemes at Southern Cross University have been successful in assisting retention of students. During 1998 a unit for credit in mentoring was developed and offered for the first time. It is planned to extend the numbers of students who can study the mentoring unit and provide mentoring for students.

Preparation for Tertiary Studies

• New 1999-2001. Investigate a summer preparation program, with additional support to equity group students.
• New 1999-2001. Production of stress reduction materials to accompany workshops.

Participation

Ongoing, To provide students with opportunities for advocacy on equity matters through membership of relevant committees and consultation processes.

TARGETED STRATEGIES.

Rural and Isolated Students

Background

The University has 58% of its students from rural areas. As a regional University, access is particularly targeted to the northern New South Wales area. Martin indicates that retention is a significant issue with regard to these equity groups, and in the case of Southern Cross University, the rural indicator also applies to significant numbers of students from low socio-economic backgrounds, for whom financial pressure may hamper retention.

Performance

In 1997 retention was at 1.127, the third highest university in Australia for rural students. 1998 retention is at a similar high level (1.150).Success is at 1.06.

Strategies.

All of the general strategies listed above have been developed to assist retention.

New 1999-2001.

Careers web page to provide insights on careers, to provide role models and to prepare rural/isolated students for course completion.

Students from Low Socio-Economic Backgrounds

Background

About 27% of Southern Cross commencing students are from low socio-economic backgrounds. The likelihood of students in this group withdrawing from study is higher than the student population generally according to Martin. When compounded with being from a rural background, this makes encouraging retention a significant issue for the University. The catchment region is also an area of low employment.

Performance

Retention, at 1.012, and success at 1.01, compares well with students who are not from low socio-economic backgrounds.

Strategies

• University Co-Operative Bookshop book bursary. University to provide 8 bursaries in 1999.
• Production of a booklet on costs of study.
• Provision of a Student Financial Assistance Officer.
• Ongoing provision of low interest loans.
• Provision of opportunities to improve student income by an active casual job
• scheme.

New 1999-2001.

• Analyse part time work and produce strategies to provide more casual employment for students.

People with Disabilities.

Background

The University began with a target to increase the percentage of commencing students with disabilities in the student population to 2% by 1998. Access measures included writing to each applicant identified as having a disability prior to admission. Issues addressed are to improve retention and success.

Performance

Commencing students is at 3.05%

The current student population with disabilities is 6%, the second highest in Australia. Retention is at .79, and success is at .85. This is partly explained by the realisation by any students with disability that they can enhance their chances of success by taking less than a full load.

Strategies.

In 1988:

• Completed Disability Access Audit of Lismore campus.
• Purchased scooters to improve physical access to the campus
• Publication of University Disability Action Plan.
• Ongoing provision of disability liaison and adjustment provision services.
• Ongoing co-ordination of regional disability liaison initiative.
• Ongoing provision of training to staff on disability issues.
• Ongoing provision of a forum for student participation in policy formation.
• Ongoing provision of liaison staff in each School.

New 1999-2001.

• Develop plans for technological access with information and library services and other areas.
• Provide accessible technologies.

Women

Background

The 1997 statistics showed that overall 55% of the students at Southern Cross University were women. There were however, two areas which had a population significantly below 40%; these were Information Technology at 11%, and Music at 25% women.

The aim of the programs is to increase the proportion of women students in Information Technology to 30 %, and in Music to 30 %.

Performance

Success for women in the information technology area is at .95, and in music at .97, slightly below the university-wide figure of 1.03.

Strategies.

Women in Information Technology

To promote access by providing publicity material with positive images of women in non-traditional courses. This has been achieved by; creation of an "Information Pack" for high schools; conducting a survey of 500 female students at Southern Cross,( the results will culminate in the framing of strategies on the promotion of the WIT project); running a mentoring program for 1st year BInfoTech students;

• To promote access by providing visiting female staff to high schools.
• To encourage retention and success by providing mentoring support to women in
• non-traditional courses.
• Provision of support and role models through creation of a web page at
• http://www.scu.edu.au/schools/smit/witweb/index.htm

New 1999-2001

• The Xerox Shop Lismore Scholarship (1999)
• Mentoring External Students
• Follow-up of enquiries to encourage students who have applied to Southern
• Cross to make their IT choice a higher preference.
• Strategies that will be the result of the survey conducted in 1998.

Music

• To encourage retention and success by providing mentoring support.
• Provision of role models through visiting musicians program.

Non-English Speaking Background Students

Background

The University has a population of 1.45% students who identify themselves as in this group. This groups it with other predominantly regional universities, which do not attract students to the same degree as city universities. The region itself has only 3% of people from migrant backgrounds (Ethnic Affairs Commission 1994), and they are in the older age groups.

Performance

Students are clustered in the business courses. Success and retention overall are at .8.

Strategies.

• To encourage access by ensuring that publicity material presents diverse images of
• the student population.
• To encourage multicultural perspectives by holding workshops and information
• sessions on cultural diversity for staff and students.
• To provide English language assistance to students from non-English speaking
• backgrounds.

1998 DEETYA Merit Based Equity Scholarships

Principles

The following principles guided the administration of the scholarships:

• a fair and transparent process
• allocation of targets for equity groups decided by the Equity Scholarships Committee
• merit to be determined by academic rank, bonus points allocated for equity group membership plus any additional information the Equity Scholarships Committee deems to be relevant
• lowest administrative costs to deliver, consistent with providing a fair process
• scholarships allocated to either full time or part time students for the period of their course.

Publicity

• Entries in UAC, QTAC Guides, University handbook.
• Publicised at school visits.
• All offers accompanied by application form.

Preliminary Checks

• course accepted
• Australian citizen or permanent resident
• academic rank or equivalent
• low socio-economic status
• equity group membership

Application of bonus points

Bonus points added as agreed by Equity Scholarships Committee to academic rank.

Preliminary ranking

• Applicants ranked according to academic merit rank plus bonus points applicants down to 4 times the number of scholarships available.
• Forms of any applicants who have provided additional information are marked for the Committee to review.

Decisions on Scholarships

The Committee decides:

• to review how many scholarships to offer to each equity group
• whether any additional evidence affects any of the ranking

The Committee then makes the final rank order, and authorises offers of scholarship up to the number awarded by DEETYA.

Equity Groups of Recipients

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