Equity Objectives

The University of Sydney recognises that not all groups in Australian society participate equally in higher education and that as a consequence the benefits resulting from participation are not distributed equitably throughout the community. To play its role in redressing this situation the University has a commitment to providing the conditions of access to and successful participation in higher education in which all current and potential students have an equal opportunity to succeed. That commitment is enunciated at a corporate level in the University’s Equal Opportunity in Education Policy and Equity Plan. Equity is also addressed in individual faculty plans.

In practical terms the University has as a specific objective: to increase the number of people from nominated disadvantaged groups enrolling in and successfully completing courses at the University.

The University has nominated the following as equity target groups:

• Women in non-traditional areas of study and in postgraduate study
• People of non-English speaking background
• People with disabilities
• People from socio-economically disadvantaged backgrounds
• Aboriginal and Torres Strait Islander people (objectives, strategies and outcomes for this group are discussed in the University’s Indigenous Education Strategies).

The specific objectives for each of these groups are:

Women

To increase the number of women enrolling in and successfully completing courses in:

• those disciplines in which they are under-represented
• postgraduate courses across all disciplines, in particular, postgraduate research degrees

People of Non-English Speaking Backgrounds

To ensure a level of successful participation within the University of people from non-English speaking backgrounds consistent with the representation of people from that target group in the University's catchment area.

People with Disabilities

To increase the number of people with disabilities enrolling in and successfully completing the courses of their choice through the development within the University of an environment which is sensitive and responsive to their needs and which provides specific and practical forms of support in accordance with individual requirements.

People from Socio-Economically Disadvantaged Backgrounds

To increase the level of successful participation within the University of individuals from socio-economically disadvantaged backgrounds through both the modification of admission requirements and the provision of appropriate personal, financial and academic support to assist students to overcome the effects of past and continuing disadvantage.

Target Equity Groups

The University, continuing from its first Equity Plan in 1990, identifies five equity target groups as specified in the preceding section ‘Equity Objectives’ for the 1999-2001 Triennium Equity Plan. No priority is set for any particular group relative to the others. While it is recognised that nationally and within the University some groups have not fared as well as others in terms of relative participation, all of the target groups are well represented in the University’s catchment area. The University is thus reluctant to set formal priorities which would suggest that some groups may be regarded as more deserving than others. That said, it must be recognised that of the five groups participation of low SES students has remained relatively low and it is therefore appropriate to make greater efforts in regard to this group. Accordingly, the University has allocated the fifty additional equity/merit HECS scholarships made available by the Commonwealth this year to students from socio-economically disadvantaged backgrounds on the basis of academic merit. In 1997, the forty-seven equity/merit HECS scholarships available were also allocated to students from socio-economically disadvantaged backgrounds.

Fundamental to the University's approach to the management of equity issues is the assumption that such issues need to be integrated into the mainstream of the University's activities. As a consequence, while certain individuals and units may have particular responsibilities in this area, it is expected that all staff will contribute to the implementation of equity policy in the course of their duties.

At a central executive and administrative policy level special responsibility for equity issues rests with a Deputy Vice-Chancellor. A new Equity Advisory Committee chaired by the Deputy Vice Chancellor (Planning and Resources) has been established with wide representation across the University. At an academic policy level responsibility for equity matters rests primarily with a number of committees of the Academic Board, including particularly the Admissions Committee and the Broadway Review Committee. At the level of implementation there are staff within Student Services, Student Administration, the Koori Centre, Yooroang Garang and the faculties who have particular responsibilities regarding the implementation of equity policy.

Copies of the University's Educational Profile, including the Equity Plan, are circulated to Senate, the Academic Board, members of the Administration and faculties. In addition, the Profile is made available to all members of the University community by placing copies of it in each of the University's libraries. Through the University's academic staff development program staff are also invited to participate in workshops which bear on the implementation of equity objectives including, for example, workshops on cross-cultural issues in the classroom and measures to enhance the role of women in research. In addition all academic staff and relevant administrative staff are provided with copies of the booklet "Reasonable Accommodations" to raise awareness and provide practical assistance to staff in dealing with students with disabilities.

Strategies for the 1999 - 2001 Triennium

The strategies which the University has put in place and will continue to develop over the triennium to give effect to its equity objectives involve strategies that seek to improve equity outcomes over the five identified equity target groups and strategies that focus more specifically on particular groups.

Equity Strategies for the 1999-2001 Triennium for all equity target groups include:

• The incorporation of equity issues into the mainstream of University management and policy making.
• The upgrading and more precise targeting of recruitment activities focussed on prospective students and the expansion of special admission programs.
• The expansion of academic and other support services for enrolled students.

• With respect to prospective students, the University has significantly expanded its services through the establishment of a Prospective Students Unit, an improvement in its publications directed at prospective students and an increase in school visits and attendance at careers markets. The Prospective Students Unit's activities include: targeted schools liaison for equity groups; promotion of the University's special admission programs including the Cadigal Program for Aboriginal people (in cooperation with the Koori Centre) and the Broadway Scheme; and conducting annually, in cooperation with the faculties, the Women in Science and Engineering Program. This program is intended to encourage female school students to consider careers in Science and Engineering by bringing them into contact with female University students studying in those areas and involves some 100 students from 30 different schools (many of them disadvantaged schools) throughout the Sydney area.

• Regarding admission, the University has, in addition to the flexibility offered through the use of Category B admission provisions, three special admission schemes:
• the Broadway Scheme, which was commenced in 1988 to provide a method of admission to school leavers who had suffered long term educational disadvantage. Admission under this scheme is available to the Faculties of Architecture, Dentistry, Economics, Education, Engineering, Medicine, Veterinary Science and Law. The categories of disadvantage include: Aboriginality, illness, disability, financial hardship, disrupted schooling, study circumstances and non-English speaking background;
• the Special Admission Scheme which provides a method of admission for people who are of mature age or who have been disadvantaged in their education. Admission is available on the basis of a reduced HSC, the TAFE Tertiary Preparation Course, other non-degree qualifications and through bridging courses offered by the University's Centre for Continuing Education;
• the Cadigal Program, which commenced in 1993 and allows for a broad range of factors to be taken into account when determining the admission status of Aboriginal applicants. The program also provides both academic and non-academic support for students once enrolled.
• The University offers a comprehensive range of student services for all students, including: counselling, learning assistance, disability, careers, health, financial assistance, casual employment and accommodation services. Equity groups are high users of these services.
• Provision of targeted careers advice and career development workshops by the Careers Centre for mature age students, Aboriginal students and students with disabilities.

Outcome Measures

DEETYA performance indicators for access, participation, success and retention will indicate the outcomes of the above strategies and the specific strategies which follow.

Women

Women now demonstrate a high level of access to the University comprising 57.67 per cent and 58.79 per cent of commencing students in 1997 and 1998 respectively. Women’s participation is also high with 57.18 per cent and 57.66 per cent participation in 1997 and 1998 respectively. Women’s success was 1.04 in 1996 and 1.06 in 1997. Women’s retention was 1.025 in 1997 and 1.025 in 1998. The University has also made good progress in facilitating the enrolment of women in disciplines in which they have been under-represented. Whilst historically women were under-represented in three broad field areas, agriculture, animal husbandry; architecture, building; and engineering, surveying only the last remains with womens’ participation below 40 percent of total enrolment. There is a continuing need to increase the number of women in engineering, surveying with women comprising only 14.76 per cent of enrolments in this broad field area. Higher degree research participation was 49.85 per cent in 1997 and 49.12 per cent in 1998. Higher degree course work participation was 55.36 per cent in 1997 and 57.89 per cent in 1998. The ratio for higher degree research participation was 0.859 in 1997 and 0.839 in 1998. The ratio for higher degree course work participation was 0.953 in 1997 and 0.989 in 1998.

Strategies include:

• Establishment of a Mathematics Learning Centre in the Faculty of Science to upgrade mathematical competence both through the conduct of bridging programs and the provision of tutorial assistance throughout the year, with particular emphasis on the requirements of women students in Science and related courses. Of the 500 students who used this latter aspect of the Centre's services 70% were women. In addition, within the Faculty of Science the Departments of Chemistry and Physics provide remedial tutorial services for first year students. The Department of Physics has also implemented a number of changes to the teaching of first year Physics to increase the retention rate of women in the later years of that subject.
• The Women in Science and Engineering Program provided by the Prospective Students Unit and the Faculties. This program is intended to encourage female school students to consider careers in Science and Engineering by bringing them into contact with female University students studying in those areas.
• The University provides, and subsidises, six child care centres on its Camperdown and Cumberland campuses.

People of Non-English Speaking Background (NESB)

Students of Non-English Speaking Background comprised 9.41 per cent and 8.75 per cent of commencing students in 1997 and 1998 respectively. The participation of students of Non-English Speaking Background was 9.33 per cent in 1997 and 8.38 per cent in 1998. The ratio of students in this equity group relative to the State population of people of Non-English Speaking Background in the appropriate age range was 1.39 in 1997 and 1.25 in 1998. The success of students of Non-English Speaking Background was 0.98 in 1996 and 0.97 in 1997. The retention of students of Non-English Speaking Background was 1.06 in 1997 and 1.062 in 1998. Higher degree research participation was 10.40 per cent in 1997 and 9.58 per cent in 1998. Higher degree course work participation was 11.17 per cent in 1997 and 9.17 per cent in 1998.

Strategies include:

• Establishment of a Learning Assistance Centre with five F/T academic staff to provide language and learning skills support to students with particular emphasis on services to students from disadvantaged backgrounds, most obviously those of Non-English Speaking Background. Of some 5,000 students use the services provided by the Centre annually, 60 per cent of students participating in the Centre’s workshops were of Non-English Speaking Background.
• The development of resources for use in semi-autonomous learning programs designed to foster literacy skills in university students, with particular reference to students of NESB.
• The development of a screening instrument to assess the literacy competency of first year undergraduates.
• A longitudinal study of students from diverse ethnic backgrounds to examine factors affecting their university experience.

People with Disabilities

Students with disabilities comprised 0.82 per cent and 1.23 per cent of commencing students in 1997 and 1998 respectively. These figures have been affected by the redefinition of disability in both 1997 and 1998. The participation of students with a disability has increased from 1.31 per cent in 1997 to 1.73 per cent in 1998. The changed definition again makes any interpretation of this increase problematic. The ratio of students in the equity group relative to the State population of people with disabilities in the appropriate age range was 0.33 in 1997 and 0.43 in 1998. The success of students with disabilities’ was 0.99 in 1997. The retention of students with disabilities was 0.957 in 1997 and 1.016 in 1998. Higher degree research participation was 0.88 per cent in 1997 and 1.21 per cent in 1998. Higher degree course work participation was 0.61 per cent in 1997 and 1.10 per cent in 1998.

Strategies include:

• The development of a Disability Action Plan.
• Appointment of a F/T Disabilities Officer to assist prospective students and provide comprehensive support for enrolled students with disabilities.
• A building program to improve physical access to the campus with the installation of ramps, toilets for the disabled and other building modifications including the installation of hearing loops in lecture theatres.
• Maintenance of a resource room in the University Library which includes a print scanner, a print enlarger and several computers with appropriate software. Other library services include: telephone reservations and renewals, photocopying and extended loans.
• Other resources and services available to students with disabilities include: notetaking services for students unable to take their own notes, volunteer readers for students with a print disability, provision of special examination conditions, bold and braille maps, tape recorders, the provision of typewriters, amanuenses and brailled examination papers as well as parking permits. In addition, the University has provided a number of students with severe disabilities with a computer for the duration of their course.
• The University is also involved in a range of projects with other metropolitan universities aimed at developing new services for students with disabilities which have application in each of the institutions.

People from Socio-Economically Disadvantaged Backgrounds

The Access index for students of all ages from socio-economically disadvantaged backgrounds was 12.46 per cent and 11.38 per cent overall in 1997 and 1998 respectively. Under 25 years access was 13.46 per cent and 12.20 per cent in 1997 and 1998 respectively. The Access index for 25 years and over was 10.62 per cent and 9.86 per cent in 1997 and 1998 respectively. The participation of students of all ages from socio-economically disadvantaged backgrounds was 0.26 in 1997 and 0.25 in 1998. Participation for students under 25 was 0.29 in 1997 and 0.28 in 1998. Students 25 years and more had a participation index of 0.22 in both 1997 and 1998. Students of all ages from socio-economically disadvantaged backgrounds had a success index of 0.97 in 1996 and 0.97 in 1997. Success of students under 25 was 0.99 in 1996 and 0.98 in 1997. Students 25 years and more had a success index of 0.97 in 1996 and 0.91 in 1997. Students of all ages from socio-economically disadvantaged backgrounds retention was 1.013 in 1997 and 1.021 in 1998. Retention of students under 25 was 1.003 in 1997 and 1.000 in 1998. Students 25 years and more had a retention index of 0.989 in 1997 and 1.026 in 1998.

Strategies include:

• The expansion of equity scholarships, funded in part from fees.
• The provision of a student loans scheme to assist students in financial need.
• For the benefit of socio-economically disadvantaged students the University conducts a subsidised housing scheme which provides access to University-owned accommodation at below market rent. Over the next ten years the University will develop a new student housing village to accommodate a minimum of 500 students.
• Membership of a collaborative project with employers and a group of schools in the Canterbury area of Sydney which has the aim of enhancing the educational and vocational prospects of secondary students from that area.
• Financial support ($60,000 over three years) for the University of Sydney Union’s Contact Tutoring Scheme which provides free tutorial assistance to students at five schools in Sydney’s inner western suburbs

Rural and Isolated students are not target equity groups for the University. These groups are reported on below:

Rural Students

Rural students comprised 8.59 per cent and 7.93 per cent of commencing students in 1997 and 1998 respectively. The participation of rural students was 8.50 per cent in 1997 and 8.04 per cent in 1998. The ratio of students in the equity group relative to the State population of rural people in the appropriate age range was 0.35 in 1997 and 0.34 in 1998. Rural students success was 0.99 in 1997. Rural student retention was 0.949 in 1997 and 0.938 in 1998. Higher degree research participation was 3.69 per cent in 1997 and 4.08 per cent in 1998. Higher degree course work participation was 1.87 per cent in 1997 and 1.96 per cent in 1998.

Isolated Students

Isolated students comprised 0.58 per cent and 0.71 per cent of commencing students in 1997 and 1998 respectively. The participation of isolated students was 0.55 per cent in 1997 and 0.57 per cent in 1998. The ratio of students in the equity group relative to the State population of isolated people in the appropriate age range was 0.39 in 1997 and 0.41 in 1998. Isolated students success was 0.87 in 1997. Isolated student retention was 0.754 in 1997 and 0.800 in 1998. Higher degree research participation was 0.27 per cent in 1997 and 0.20 per cent in 1998. Higher degree course work participation was 0.19 per cent in 1997 and 0.08 per cent in 1998.

Selection Procedures and Outcomes for Merit Based Equity Scholarships

In 1998 the University received fifty additional equity/merit HECS scholarships. It was determined that the equity target group to receive these scholarships would be the low SES group. The scholarships were advertised in the UAC guide, University offer letters, scholarship brochures and at enrolment. To receive a scholarship a student had to be in receipt of secondary AUSTUDY, ABSTUDY or other Commonwealth benefit which precluded receipt of AUSTUDY and achieve a TER of 90 or more. It is noted that nine of the recipients were Indigenous and thirty two were women.

Contact:
Dr Margaret Edmond
Director, Student Services
Telephone: (02) 93514069 Fax: (02) 93517055

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