One of the University of Tasmania’s broad goals is to improve access to University courses for disadvantaged people in Tasmania. Specific objectives for the 1999 – 2001 Plan are:

• To achieve a University student profile which more closely reflects that of the broader Tasmanian community.
• To improve participation, retention and success rates for undergraduate and post graduate students from equity groups.
• To foster an inclusive teaching and learning environment which values diversity, minimises discrimination, promotes tolerance and supports all students in the pursuit of academic excellence.
• To ensure that equity considerations are integrated into University planning and review processes.

These objectives are given practical effect through strategies summarised below. Strategies for addressing priorities for specific equity target groups are outlined, together with a description of some key reviews and strategies relevant to all equity groups.

Review of Student Services and First Year Student experiences

A major research study commissioned by the University in 1997 examined the first year experience of students and their satisfaction with student support services. Preliminary findings reveal high levels of student satisfaction with the teaching/learning environment and with the student services offered by the University. However, levels of knowledge of some student services among students in general are relatively low and suggest that this requires further attention. Members of the target equity groups appear to be at no greater risk of withdrawal than are other students.

The research suggests that the problems of first year ‘transition’ are significant for many students, both school leavers and mature age, and tend to exacerbate any other problems, which may be faced by members of equity groups. The University is currently extending its range of support initiatives to address these issues.

Completion of Disability Discrimination Act (DDA) Action Plan

The University’s Disability Discrimination Act Action Plan is complete and is about to be submitted to Council for its consideration prior to lodging with the Human Rights and Equal Opportunity Commission (HREOC).

Improved Orientation Programs

The university’s comprehensive orientation program has been significantly improved this year and is now coordinated statewide by the Student Information Service. A mentoring program for first year students was piloted successfully in 1998 and an evaluation of this program is underway with a view to extending it in 1999 to all first year students.

Equity Initiatives Grants Program

An Equity Initiatives Grants program has been developed to encourage and assist faculties to undertake equity related projects. This has the potential to encourage wider interest and involvement in equity issues within the university and make the best possible use of the available funds. Grants are allocated strategically having regard to the equity performance of various faculties and the program will be reviewed at the end of 1998.

Learning Skills Unit Review

A major review of the Learning Skills Unit in September 1997 indicated that it is very effective in enhancing retention and success, particularly amongst first year students. The Unit is to be maintained and more closely integrated with other student support services.

• Integrate new and existing equity and support strategies into a comprehensive orientation and support program for prospective and first year students.
  Performance Indicator: Introduction, promotion and evaluation of this program by Feb1999.
• Develop data reporting and analysis systems to better monitor equity performance at academic school level and include equity indicators as an element of evaluation for all university programs. Performance Indicator: Faculties will have access to clear data on equity performance by beginning of 1999 and use this in strategic planning.
• Build on the University Preparation Program (UPP) by conducting a feasibility study with a view to making university preparation programs available throughout the State.
  Performance Indicator: Program available on all campuses by the end of 1999.
• Develop, distribute and promote an inclusive language guide to university staff.
  Performance Indicator: Guide distributed to staff by June 1999.
• Conduct a staff development program aimed at increasing staff awareness of the diversity of the student population and the contribution this makes to University life.
  Performance Indicator: All staff have the opportunity to participate over triennium.
• Utilise the resources of Student Services to develop a pilot intervention program designed to support students identified by academic and other staff as being at risk of failure or withdrawal. Performance Indicator: Pilot Project implemented during 1999.

Rural and Isolated Students

Tasmania has a significant rural population (55.3%) and a small isolated population (1.5%). There is a high correlation between the rural/isolated classification and lower socio-economic status. Although access, participation and retention rates for students from rural areas are above the national average they are below the reference values. However success rates are improving with the 1998 figure exceeding the benchmark of 1.

Isolated student access, participation and retention rates have varied since 1996 but are generally below national benchmarks. Success rates have decreased pointing to the need to focus strategies in this area.

• Fund a program based in the North West aimed at using recent graduates to facilitate long and short-term changes in attitudes towards higher education in the region.
  Performance Indicator: Program funded, implemented and evaluated in 1998/1999
• Extend school links programs to East Coast, Huon, West Coast and Flinders & King Islands. Performance Indicator: School links programs established in 2 additional areas each year leading to increased enrolments from target areas.
• Extend the very successful "Turning Enquiries into Enrolments" (pilot recruitment initiative).
  Performance Indicator: Program extended in 1999.
• Develop liaison with community organisations in rural & isolated areas to increase opportunities for mature age students to access higher education.
  Performance Indicator: Effective pathways established leading to increases in access rates for Rural And Isolated students of 1.5% over the next three years
• Monitor first year experience of isolated students and provide support and intervention aimed at improving success, participation and retention.
  Performance Indicator: Retention and success rates of isolated students achieve the reference value by 2001.
• Further develop the Learning Skills support available to Rural and Isolated students through the North West Centre.
  Performance Indicator: Enhanced Learning Skills support available by1999.

Low SES Students

People from low SES backgrounds are a key target group for the current triennium. Tasmania has a high proportion of people with low SES background (37%) and is particularly economically depressed at present. Although rates across the indicators are generally lower than national figures there has been a distinct improvement over the last three years in access, participation and success indicators with retention remaining steady:

• Introduce the "Springboard" Program, which will provide support and intervention from time of application through the student’s first year aimed at improving success, participation and retention of low SES students.
  Performance Indicator: Retention and success rates for these students increased to at least the reference value by the year 2000.
• Further develop the UniLink program to encompass schools in economically disadvantaged communities in other areas of the State
  Performance Indicator: UniLink program established in 2 additional areas each year leading to an increase in enrolments from target areas.
• Revise the procedures for allocating student grants in order to target those students in greatest financial need to enable them to continue with their studies.
  Performance Indicator: Procedures revised to target those students in greatest financial need.
• Revise application form and procedures to ensure that Merit Based Equity Scholarships are allocated to those students demonstrating significant socio-economic disadvantage.
  Performance Indicator: 1999 Scholarships allocated to students demonstrating significant socio-economic disadvantage.

• Establish alternative entry scheme for low SES students in targeted schools.
  Performance Indicator: Scheme established for the 2000 academic year.

• Develop a pilot project to link with resource people in socially disadvantaged areas to target potential mature age students and support them in study.
  Performance Indicator: Project piloted during the 1999 academic year with the aim of increasing access rates from the targeted area.

Students with Disabilities

Although data for students with disabilities has only been collected since 1997, access and participation rates are already above national figures with significant increases over the past year.

In addition to these DEETYA indicators another 1.8% of students who did not disclose their disability on the enrolment form have identified with the Disability Adviser.

Recent research into attrition rates and the reasons for student attrition have revealed that students with disabilities who seek the services of the Disability Adviser have an attrition rate half that of other students with disabilities. However success rates dropped in 1998 indicating the need to focus strategies in the areas of learning skills and support services.

• Implement strategies included in the University’s DDA Action Plan.
  Performance Indicator: Action Plan implemented progressively over the triennium.
• Relocate and upgrade the Students for Equal Access to Learning (SEAL) students with disabilities resource rooms on the Hobart and Launceston campuses.
  Performance Indicator: SEAL Resource rooms relocated by December 1998.
• Implement the recommendations of the recent research into the attrition rates of students with disabilities at the University of Tasmania.
  Performance Indicator: Recommendations implemented by December 1998.
• Review note-taking and support services for students with disabilities.
  Performance Indicator: Review recommendations implemented by December 1999.

Women in Non Traditional Fields

Access and participation data provided by the equity performance indicators show that at all levels, except research higher degrees, women have rates of access and participation greater than those for men and generally have higher success rates. Figures for research higher degrees have declined in recent years and continue to be a priority for strategies.

Whilst female participation and success rates in a number of areas of study have improved, only in the area of Business and Economics is participation over the 40% threshold nominated by Martin. The field of study Engineering and Surveying has the lowest access and participation rates by a considerable margin and must remain the priority in raising rates. However participation rates continue to increase and those in Architecture are above the national average:

• Ensure that faculty policies, procedures and practices include strategies for recruiting women into undergraduate programs and facilitate transition to coursework and research higher degrees.
  Performance Indicator: Revision of policies and practices lead to an increase in women higher degree candidates over the triennium.
• Run pilot program targeting recruitment of female students in the School of Aquaculture.
  Performance Indicator: Program leads to increased female undergraduate enrolments in 1999.
• Establish a mentoring program designed to provide role models for women considering undergraduate or postgraduate study.
  Performance Indicator: Program established during 1999.

Students from non-English speaking backgrounds (NESB)

The pool of potential students from non-English speaking backgrounds is relatively small in Tasmania with only minor increases due to migration. 3.3% of the Tasmanian population speaks a language other than English at home. Success and retention rates are increasing, reflecting the increasing input by the Learning Skills Unit but access and participation rates have shown a significant fall over the past year and need to be addressed by new strategies.

• Target recruitment activities with NESB support organisations and schools with higher proportions of NESB students.
  Performance Indicator: Effective pathways established leading to increases in access rates for NESB students of 1.5% over the next three years.
• Ensure that university promotional material is culturally inclusive and is accessible by people from non-English speaking backgrounds.
  Performance Indicator: Review promotional material and distribution by September 1998
• Strengthen links between the Learning Skills Unit and the International Student Office to further improve learning support services available to NESB students.
  Performance Indicator: Policies established for provision of learning skills to NESB students.

3 Report on Merit Based Scholarships

Twenty two Merit-based Equity Scholarships were allocated to the University of Tasmania continuing the arrangements announced initially in the 1996/97 Federal Budget. These scholarships are reserved for commencing student members of identified groups who have difficulty in accessing higher education because of social, economic or other disadvantage.

Details of the University’s equity awards were included in the 1998 Tasmania Scholarships brochure with a circulation of 7000, locally and nationally. In addition the awards were advertised in the four Tasmanian newspapers in November 1997. The University’s student recruitment officers also promoted the awards through their contacts with students in the State’s schools and colleges.

All applicants were required to complete a Confidential Report outlining details of their personal circumstances. Students who failed to receive Austudy for 1997 were also encouraged to apply, particularly if they were resident some distance from the University. In all, 117 applications were received, 87 from Tasmanian students, 30 from other States.

Applicants were ranked by a Selection Committee that included the Tasmania Scholarships Selection Committee with an additional woman academic appointed by the Vice-Chancellor. The Selection Committee considered the student’s Tertiary Entrance score, or other criteria if not a school leaver. As a result of the high attrition rate from the 1997 allocation (5 students had withdrawn or had their award terminated, two students had sought a deferral), the Committee placed greater emphasis in 1998 on the consideration of merit in each application.

The following awards were determined:

• Rural and isolated students or low socio economic background - 19 awards.
• Indigenous Australians - 4 awards
• Students with a disability - 3 awards
• Women in non traditional areas - 2 awards
• Students from a non-English speaking background - 1 award.

In addition to the Merit-based Equity Scholarships, the University of Tasmania introduced the West North-West Bursary Scheme (5 four year awards at $2500 per year) and Postgraduate Equity Scholarships (one per Faculty providing a free place in a fee-paying course - 2 awards for 1998) in addition to the Joyce Griston Memorial Scholarships (5 four year awards at $2500 per year).

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