BACKGROUND TO AUSTRALIA’S NEWEST TERTIARY INSTITUTION

The Sunshine Coast University College is soon to become Australia’s newest University. Established as a University College in 1994, it had its first intake of students in 1996. In Semester One, 1998, 1,171 students commenced study, increasing the overall student population to 1,975. The first students will graduate this year. In 1998 the University was provided with Higher Education Equity Planning funds, from DEETYA, of $22,000 to begin the implementation of its Equity program.

The Strategic Plan for the University (1997-2001) is drawn from the Mission Statement and Values outlined below. In particular, the Strategic Plan outlines goals and strategies to develop processes which foster equity and social justice as an entrenched philosophy, across all operational areas, at this embryonic stage of the University’s development. These social justice philosophies will have a direct impact on, but are not limited to, flexible entry criteria, curriculum content and course design, delivery modes, teaching methodologies, physical access and the availability of personnel and infrastructure to support students.

This commitment for development and mainstreaming social justice philosophies has evolved from extensive consultation between the University Council, Vice-Chancellor, Registrar, Deans, Academic Board, Student Services, Student Administration and Marketing personnel. Consequently the Objectives and Strategies for access and participation are directly derived from the Strategic Plan.

MISSION STATEMENT OF SUNSHINE COAST UNIVERSITY COLLEGE

To be the major catalyst for the academic, cultural and economic advancement of the Region through the pursuit of international standards in teaching and research, and by responsiveness to students, staff, community and the environment.

The following values underpin the University’s everyday operations and its pursuit of its mission:

• Involvement with and responsiveness to the community’s intellectual, cultural and economic well-being.
• Fostering freedom of inquiry and expression in the pursuit of lifelong learning.
• A strong commitment to participatory and ethical behaviour in all activities.
• Respect among students, staff and Council of the University for their diverse roles and contributions.
• Fairness, openness, honesty, trust and effective communication are fundamental and are expected of students, staff and all associated with the University.
• Using innovative and effective teaching and research strategies.
• Developing the campus and its surrounds in an environmentally sensitive way.

MERIT BASED EQUITY SCHOLARSHIPS

For 1998 the University formed a committee of Academic Board to select students for ten Equity Scholarships. The Committee membership was an academic and a student and the Manager, Student Services.

All prospective and new students received information about application procedures for these scholarships when inquiring about the University, or through enrolment material. Articles about the scholarships appeared in local newspapers. The application form provided information on personal details, past educational experiences citing any disadvantage, financial details and membership of a designated equity group.

The Committee received forty-nine applications for the scholarships. The committee discussed the relative merit of each applicant in relation to academic potential and level of disadvantage. As the majority of applicants were in receipt of low income, the committee then reviewed each applicant’s membership of the other designated equity groups. The students selected were from low socio-economic backgrounds and of Aboriginal or Torres Strait Islander, non-English speaking, or rural/isolated backgrounds.

TARGET EQUITY GROUPS

The University acknowledges and used the definitions for each equity target group as outlined in the Martin Report (1994).

A catchment area analysis undertaken in 1997, identified the relative priority of the equity target groups. The catchment area is defined as the rural Sunshine Coast region bounded by Gympie in the north and Caloundra (including Burpengary, Deception Bay and Morayfield) in the south. Western towns such as Murgon/Cherbourg and Kingaroy are targeted outside the main catchment area. The populations of each target group within the region are used to establish the University’s priorities outlined in Table 1, below.

The major challenge for the University is to establish role models for students who are the first person in the family to undertake tertiary education. Of the 1,171 commencing students, 536 (46%) are in this category, including 22 postgraduate students. Other factors affecting the priorities include the high unemployment rates in the region (16%), and students identifying with more than one equity group. The lack of a role model and the effects of poverty impact on a student’s ability to maintain study over an extensive period of time. The priorities for equity target groups based on the catchment area analysis, are as follows:

Note: * Indicator values marked with an asterisk should be interpreted with care as the numbers from which they are calculated are small.

The comprehensive strategies outlined below have been developed in recognition that this is a new University. Strategies have been directly linked to objectives, progress to date and performance indicators for ease of reading. Performance indicators will be used to measure the progress toward achieving equity and success for students within the Strategic Plan

Objective 1 To attract and retain quality students at both postgraduate and undergraduate level, ensuring equity of access by implementing appropriate social justice strategies.

Objective 4 To provide for an effective student participation in the University.

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