University of Canberra OVERVIEW The 1999-2001 Triennium sees a renewed commitment to equity. Existing commitment to equity groups will be maintained. However, programs and services may be delivered in more flexible ways, which take account of effectiveness of outcomes and budget constraints. Current developments where equity objectives are key factors include:
EQUITY OBJECTIVES The Mission of the University of Canberra (UC) is the education of people for professional careers, carried out in a professional way; and the continuing education of professionals throughout their working lives. Strategic Directions, the University’s plan for the period 1993-2002, recognises the changing demography of higher education:
All of the initiatives in the strategic plan are directed to "providing a university environment that is both challenging and supportive for students and staff alike". The strategic plan commits the University to "develop and maintain high quality academic support services for students with special needs" (Strategy 1.8); and to "make the development of staff an integral part of the University’s ongoing strategy for responding to its own changing environment." (Strategy 6.1) The 1998 update of the University’s strategic plan includes a renewed commitment to the principles of individual rights, ethical standards and social justice. Currently Faculties and Divisions are encouraged to include equity strategies in their strategic plans. In the next Triennium, the planning and reporting processes will be strengthened so that equity is very clearly identified as a core value for which the various parts of the University are accountable. Specific equity objectives are:
STRATEGIES AND PERFORMANCE The University regards all equity groups as priorities. All except isolated areas are represented in the main catchment area of the ACT and Region. Students from low socio-economic status (SES) backgrounds Students from low socio-economic backgrounds are a high priority as this group also includes the most disadvantaged members of other equity groups. Alternative admission schemes and support services for socio-economically disadvantaged students have been a feature since the early 1970’s. The postcode-based method for identifying students from low socio-economic backgrounds, it has increasingly become recognised, has a number of problems. Two-thirds of University of Canberra students originate from the ACT, where there are no low SES postcodes despite many domestic situations of serious socio-economic disadvantage. Some 80% of applicants for Access Scholarships in 1998 were from the ACT, with low income card, and no member of immediate family having attended university. It is clear that low SES students are under-represented by the access and participation indicators as currently defined. Almost one-third of students from outside the ACT are from low SES postcodes, representing about 9% of total students. For the period 1995-98, success and retention of these students are similar to the rest of the student population, with the indicators fluctuating between 0.96 and 1.03. This range applies to both the under 25 and over 25 groups. Access and participation strategies • Access Scheme for admission of disadvantaged school leavers • Alternative admission schemes for adults who were early school leavers :
• Credit transfer agreements with TAFE • Orientation and transition programs to include peer mentor and life skill development activities (eg budget management, low-cost cooking, tenants' rights, finding part-time work); • Orientation program and newsletter for mature age students • Access Scholarships for first year students from ACT and surrounding region on low incomes and first in the family to attend university • Subsidised child care on campus • Low cost accommodation on campus • Loans for fees for Australian fee-paying students Expected outcome: 9% of commencers and total students from low SES postcodes Success and retention strategies • Study skills and IT literacy program prior to enrolment • Academic support through Faculty Resource Centres and Study Skills Centre • Personal support services on campus including health, counselling, chaplaincy, and grievance procedures • Loan schemes for accommodation, study-related expenses and emergencies • Financial awards for single parents • Extension of Access Scholarships for full period of course through external fund-raising Expected outcome: Success and retention indicators comparable to rest of student population. Students from non-English speaking backgrounds (NESB) In 1998, NESB students were 4.2%, slightly below the ACT reference value. At the same time, the participation indicator shows an increase from 0.66 in 1995 to 0.87 in 1998 as the ACT reference value has declined substantially to 4.3%. The academic performance of students from non-English speaking backgrounds fluctuates. The success indicator ranges from 0.8 in 1995, to 0.94 in 1996 and 0.89 in 1997. Analysis of the grade point averages of students by language background indicates that the performance of NESB students is slightly below that of ESB students in all Faculties except Education. A better understanding is needed of the personal and environmental factors contributing to success for students from different language backgrounds. For example, the grade point averages of students from Middle Eastern, African, Pacific Island and Indian Sub-Continent language backgrounds are lower than for students from other language backgrounds. For the period 1995-1998, retention of NESB students is the same as the rest of the student population. Access and participation strategies • Access admission scheme for disadvantaged school leavers • Annual seminar with school careers advisers and NESB Year 12 students in the ACT • Liaison with ethnic community groups to encourage applications; leaflet about the University in community languages • Equity Exemption Awards for fee-paying postgraduate courses • Orientation program for NESB students • Academic support program (language and study skills) for NESB students • Staff development programs and video about teaching for cultural diversity Expected outcome: Maintain access and participation at 4.2% of total students until success improves consistently. Success and retention strategies • Research on factors influencing academic performance of students from various language backgrounds • Faculties to include in their Teaching and Learning Plans, strategies to improve the academic performance of students in language groups with lower grade point average. • Cultural awareness training for all staff • Professional development program to assist teaching staff to include cultural perspectives in curriculum • Provision of lecture notes on Internet; audio tapes of lectures • Academic and social support through Faculty Resource Centres and Study Skills Centre • Develop literacy support program through Faculty Resource Centres • Staff development program for sessional staff to improve skills in teaching NESB students • Welfare support services including doctor and counsellor with Asian language and cultural skills • Cultural awareness training for students in Student Residences Expected outcomes: Review and implement strategies to improve success by end 1999; Retention indicator comparable to rest of student population. People with Disabilities The proportion of commencing and total students indicating disability is just over 4%, which is the same as the State reference value. Numbers are still expected to increase slowly, given the physical accessibility of the campus and continuing student demand resulting from high levels of support in ACT schools. Data collection from enrolment forms commenced in 1996, and now reasonably corresponds with data collected by the Disabilities Office. Of the 350 students ticking the box on enrolment forms, 80% are receiving support from the Disabilities Office. The success indicator for students with disabilities was 0.96 in 1996 and 0.92 in 1997. In 1997, there were a greater number of mature age students with disabilities who lacked experience with computers; IT training for such students was introduced in 1998 to increase their skills and confidence. Retention of students with disabilities is the same as the rest of the student population. Access and participation strategies • Liaison with school careers advisers in ACT and surrounding areas to encourage applications • Alternative admission via Access Scheme, mature age entry • Equity Exemption Awards for fee-paying PG courses • Orientation program for students with disabilities and their families • Refurbish existing buildings to meet current building standards, based on ACROD Access Survey priorities • Staff development and student awareness programs eg staff induction, distribution of leaflets, disability awareness week • Technical assistance to lecturers to put lecture notes on Internet if they do not have the necessary expertise • Draft Disability Action Plan to be approved and lodged with HREOC • Home Page on the Internet with information about services for prospective students, current students, and graduates Expected outcomes: Access and participation indicators equivalent to ACT reference value. Success and retention strategies • Support services eg note takers, interpreters, equipment loans • Increase student use of computer networks through training in basic computer skills, accessing Campus Wide Information System, Internet; and group software • Provide alternative assessment methods and exam modifications • Provide academic support through Faculty Resource Centres Expected outcome: Success indicator to be same as rest of student population by 2001; maintain retention comparable to rest of the student population. Students from rural and isolated areas There are no rural postcodes in the ACT; although the rural areas surrounding the ACT and the south coast of NSW are part of the secondary catchment area. The proportion of rural students largely reflects the balance between ACT and NSW students, which can be adjusted during the admissions process in response to acceptance rates. The plan is to maintain rural students at 14% of commencers, but in the period 1995-98 this has fluctuated between 12% and 14.5%. In the period 1995-98, success of students from rural areas is the same as the rest of the student population. Success of students from isolated areas is 0.97 in 1995 and 0.90 in 1996 and 1997; but there are fewer than 20 students and fluctuations are to be expected with such small numbers. Retention of students from both rural and isolated areas is similar to the rest of the student population, with indicators ranging from 0.99 to 1.08. There are fewer than 20 students from isolated areas, and success ranges from 0.90 to 0.97. Access and participation strategies • Annual visit by University staff to towns and schools in the ACT region and south coast of NSW • Access Scholarships for students from ACT region • Residential Scholarships for students from rural areas; • Invitations to high schools in the region to participate in activities sponsored by the University eg Open day, Mathematics Competition, special visits • Equity Exemption Awards for PG fee-paying courses • Orientation program for students from rural and isolated areas • Priority for accommodation on campus; assistance in finding private accommodation • Orientation program for students in University Residences and their parents Expected outcome: Maintain rural and isolated students at 14% of commencers and total students. Success and retention strategies • Study skills and IT literacy program prior to enrolment • Study Skills Centre and Faculty Resource Centres for academic and social support • Health and welfare support services including medical, counselling, dentist, nutritionist, chaplaincy, Ngunnawal Centre, • Counsellor for students in University Residences • Peer support program and academic resource centre in Residences • Sport and recreation facilities and activities on campus Expected outcomes: Success and retention comparable to the rest of the student population Women Women in non-traditional areas of study will remain a priority, as well as gender differences in the needs of other equity groups and specific legislative obligations to provide a safe and supportive environment. There are two fields of study with less than 40% females: Architecture/Building and Engineering. Both have small total numbers of students, and fluctuations in the small numbers of female students are to be expected. In the period 1995-98, the participation of women in Architecture/Building was lowest in 1995 at 23%, and highest in 1998 with 32%. Participation of women in Engineering is 7.4% in 1995, 5.1% in 1996, 6.5% in 1996 and 5.4% in 1998. In addition, total enrolments in Engineering have been declining over the past few years. Recruitment strategies, which focus on women in non-traditional areas, appear to be ineffective without substantial change to the area of study such as redesigning the curriculum and teaching methods. These matters will be considered in the context of Faculty strategic plans. Success and retention of women are slightly higher than for men, consistent with national trends. In the last four years, for women in Architecture/Building, the success indicator is between 1.01 and 1.02, and for women in Engineering the success indicator is between 1.09 and 1.12. Strategies for Women in Engineering
Expected outcomes: Review and implement strategies to increase access and participation, and maintain success and retention by end 1999. Strategies for Women in the Faculty of Environmental Design
Expected outcomes: Review and implement strategies to increase access and participation, and maintain success and retention by end 1999. REPORT ON MERIT-BASED EQUITY SCHOLARSHIPS Priority for Merit-based Equity Scholarships was given to Indigenous students from socio-economically disadvantaged backgrounds. The scholarships were publicised in the University’s scholarships brochure, directly to Indigenous students in the Foundation Program as a means of encouraging them to continue studies in mainstream courses, and by visits to Aboriginal communities in the ACT and region. Selection was based on information supplied in the admissions process, at interview, and records of progress in the Foundation Program. A selection panel consisting of the Director of the Ngunnawal Centre, the lecturer in charge of the Foundation Program, Scholarships Officer and Admissions Officer considered all Indigenous students commencing award courses. All Aboriginal & Torres Strait Islander students commencing award courses were awarded scholarships, totalling 13.5 EFTs. The remaining scholarships were held for allocation at the start of second semester 1998. CONTACT OFFICER Dianne Coward |