Equity Principles are promoted in the University’s Strategic Plan 1997–2002.

The guiding operational values for the University include …

• a commitment to equity in access to education and employment, equal opportunity, occupational health and safety, and affirmative action …

The Strategic Directions include ...

• a flexible admission and delivery scheme for certain courses introduced by 2000

• annual increase in the number of students enrolled from the region

• annual increase in the number of Indigenous students enrolled

• substantial drop in student attrition

• student equity and access targets met …

(Strategic Plan p5)

• Support the government’s 1990 policy statement in A Fair Chance For All, and the Higher Education Council’s publication, Equality, Diversity and Excellence: Advancing the National Higher Education Equity Framework (April 1996), by ensuring that Australians from all groups in society have the opportunity to study successfully at the University of New England.

• Ensure that recruitment strategies are implemented which pay particular attention to students from rural and isolated backgrounds.

• Provide an equitable environment (learning and on-campus living environment) based on a commitment to social justice, and conducive to the advancement and empowerment of all students, paying particular attention to the needs of students from disadvantaged backgrounds.

• Provide access to higher education through equitable and inclusive admission schemes;

• Mainstream access and equity initiatives.

• Involve equity group students in University decision-making processes.

• Make accessible all aspects of educational opportunities and resources provided by the University.

• Review internal structures, processes and policies to make them user-friendly for people from designated equity groups.

• Promote inclusive curricula, and develop excellence in teaching, to provide inclusiveness and accessibility to learning for students from all backgrounds and cultures.

• Meet, where possible, the special needs of individual students who would not normally have the opportunity to participate in university life and study.

• Work closely with TAFE, colleges, schools, supporting bodies and other universities, in our catchment area to improve access, retention and success, to higher education for students from the equity groups.

• Liaise and work on a national level with peers and other equity practitioners and organisations to advance equity in higher education in Australia and develop best practice standards.

(B) STRATEGIES AND PERFORMANCE

1. Strategies to Promote Access and Equity for all Equity Groups

• Each Faculty in the University is establishing a Faculty Equity Plan. The primary focus of the initial Faculty based Equity Plans was on staff equity, however, it is anticipated that the Plans will address student access and equity and related responsibilities within the Faculty.

• In addition to the DEETYA merit-based equity scholarships, 1998 saw the second year of the award of UNE Equity Scholarships. Four scholarships of $1,000 each were given to first year undergraduate students entering their first degree and studying with UNE. The scholarships were awarded on equity criteria. The seed funding came from the Higher Education Equity Programme (HEEP) funds with additional monies coming from the University Flats and the Faculties. The scholarship fund will continue and another four will be awarded in 1999 and consecutive years. In addition, four merit scholarships were awarded, for the first time, in 1998, to students with disabilities (1 x $4,000, and 3 x $500). For 1999 the University is to introduce a Country Scholarships scheme, targeting students from country schools who wish to study at UNE. Some are reserved for Indigenous students (see Indigenous Education Plan).

• Admission flexibility is a tremendous opportunity to students from disadvantaged backgrounds. There will be an expansion and promotion of the School/College Recommendation Admission Scheme (SRAS); 1,401 places were offered in 1996, 1,404 in 1997, and 1,427 in 1998. In 1998, 92 places were offered to students with educational disadvantage backgrounds. From those who commenced enrolment under flexible entry schemes, 678 entered under the mature age scheme, and 427 entered under the SRAS scheme.

• The Teaching and Learning Plan contains a number of student access and equity initiatives, including the promotion of teaching to acquire Generic Attributes of professional and disciplinary knowledge and skills of a UNE Graduate.

• A booklet containing Inclusive Curricula Guidelines and examples of best practice for staff writing teaching material, will be published in early 1999.

• A focus on success and retention has seen the publication of a booklet informing students on their options and available assistance if they are thinking of leaving or have chosen to leave higher education study. The booklet contains an exit questionnaire to be returned to the University. All students who are enquiring about leaving the University without completing their degree will be provided with a copy of the booklet. During 1998 a survey is being undertaken of all students who left UNE at the end of 1997 without completing their studies. This will help identify reasons why some UNE students choose to leave the University.

• The Student Financial Assistance Scheme has recently been reviewed (June 1998). Given the large number of rural and isolated and low-socio economic background students, this scheme is an excellent equity asset and its availability will continue to be heavily promoted to students. In 1997 there were 731 loans approved to a total value of $459,680. Students have access to a financial assistance service (including [1997 figures]: Austudy/Abstudy advice: 291; Advice on loans and grants: 28; and Budgeting and general financial advice: 35). A total of 335 students used the financial assistance service during 1997.

• In 1998 the Student Services Centre established a vehicle for regular, accurate and non-political information to students. The Informer is primarily used to give information on access and equity opportunities and initiatives available to students, and is published fortnightly.

• The newly formed Vice-Chancellor’s Student Access and Equity Committee will seek a body of students to act as an advisory body to the Committee. The students will apply, expressing interest in the work of the Committee, and will identify with one of the DEETYA designated disadvantaged equity groups.

The following statistics are Participation Indicators (PI). The total number of all participating (PI) students in 1998 at UNE was 15,573.

(a) Students from rural backgrounds

PI: Total Number 6,290 (40.39%). Higher Degree Research: 378; Higher Degree Coursework: 433; Other Postgrad: 822; Bachelor 4,527; Non-award: 37; Other Award: 93.

Total rural undergraduate students: 5,011; rural undergraduate female: 3,174; rural undergraduate over 25 years: 2,546; rural undergraduate over 40 years: 1,000; rural undergraduate female over 35 years: 1,027. These statistics indicate a large proportion of mature age women from rural areas are undertaking undergraduate studies. Forthcoming triennium strategies which involve the identification of the needs of rural and isolated students in relation to economic, social, and higher education requirements. The University will endeavour to meet the identified needs by providing structures which advance, empower and support them in their acquisition of higher education learning.

(b) Students from Isolated Backgrounds

PI: Total Number 512 (3.29%). Higher Degree Research: 14; Higher Degree Coursework 47; Other Postgrad: 109; Bachelor: 319; Non-award: 4; Other Award: 19.

Forthcoming triennium strategies will include further development of equity and access scholarships for rural and isolated students; the development of the use of technology to assist in overcoming isolation; and a commitment to meet, where possible, the extraordinary needs of isolated students.

(c) Low Socio-Economic Status Students

PI: low Low SES (Australian) 2,833 (1,927 aged over 25); Low SES (State) 2,666 (1,592 aged over 25); Low SES (Urban) 854 (854 aged over 25). Total of 6,353 students.

The goal is to provide a teaching, learning, and living environment which minimises financial constraints and provides equitable and accessible opportunities to ensure their successful admission, progression and completion in their chosen area of study. Strategies will be to keep the College fees as low as possible and within reach of students receiving the new Youth Allowance; continue to provide parttime employment opportunities on campus; establish a Student Employment Officer to develop community and University designated student positions; provide free Tax Help; provide financial assistance, and greatly increase the number of undergraduate scholarships available.

(d) Students with Disabilities

PI: Total Number 383 (2.46%). Higher Degree Research: 8; Higher Degree Coursework: 11; Other Postgrad: 43; Bachelor: 306; Non-award: 5; Other Award: 10.

The objectives for the forthcoming triennium are to build on current practices and expand into new areas identified as areas of need. A set of objectives and broad strategies has been adopted covering areas such as: outreach, special entry, policy development, support services, client-based decision-making and consultation, and academic programs development, including the development of inclusive curricula guidelines.

(e) Non-English Speaking Background Students (NESB)

PI: Total Number 220 (1.41%). Higher Degree Research: 24; Higher Degree Coursework: 32; Other Postgrad: 35; Bachelor: 128; Non-award 1.

The objectives for the forthcoming triennium are to provide a teaching, learning and living environment which acknowledges the enriching nature of the culture NESB students bring to UNE, and ensures that NESB students are empowered and provided with skills and services for their successful admission, progression, retention, and completion in their chosen field of study. Strategies include the work of the International Office (ie Orientation programs, handbooks, welfare assistance and support programs); the Academic Skills Office; the Armidale International Association (eg the Friendship Family Scheme and Spouse Groups) as well as new initiatives such as the Inclusive Curricula guidelines.

(f) Women in Non-Traditional and/or Postgraduate Studies

Women’s PI: Total Number 9,249 (59.39%). Higher Degree Research: 354; Higher Degree Coursework: 790; Other Postgrad: 1,466; Bachelor: 6,481; Non-award: 65; Other Award: 93; Subtotal undergrad award: 6,574. Note in the statistics provided under the rural equity group that there is a quite large proportion (1,027) of females from rural areas who are over 35 years of age. Female enrolments in Rural Science total 158; Agricultural Economics total 61, Law (combined) total 449; Commerce/Economics total 1,107.

The objective for women at UNE is to develop a teaching, learning and living environment which empowers, advances and promotes women in non-traditional and postgraduate areas of study. The number of childcare places on campus has been increased in 1998. The book on ‘Inclusive Curricula’ will enable teaching staff to review units in an appropriate context for all students. In 1999 UNE will establish a women's scholarship in Engineering and also a scholarship with Australian Women in Agriculture for a rural student.

UNE’s total PI for 1998 is 15,573 students. Of these, 10,513 are undertaking Bachelor Degrees. The average age of UNE students is 33 years.

Simon Kent, National Research Officer for NTEU, identifies trends in demand for higher education which show that university applications for 1997 dropped 4.4% overall and over 10 % for mature aged applicants in 1997. He believes this is due to students being deterred by the changes to HECS. He says the 1998 drop in applications has mirrored that of 1997. UNE is concerned about the impact of HECS on mature age students, particularly those who may be studying for their first degree.

In 1997, UNE had almost 11,000 external students aged over 25 years; with 4,500 of those aged over 40 years. For the forthcoming triennium UNE’s objective for first degree mature age students (in particular those studying externally) is to provide a teaching and learning environment that overcomes academic skills related difficulties which may be associated with combining other life commitments (eg family, financial, time) with study.

3. Academic success and retention

Two immediately identified areas that will be addressed over the next three years are the success and retention rates of students with disabilities and non-English speaking background students.

The University of New England has previously stated that difficulties arise for students from these two groups due to (i) the geographical location of the University and (ii) the limited resources and relatively small population contained in the local community. In larger communities, there is a greater likelihood that students with disabilties will have access to highly qualified sign language interpreters, disability service and equipment providers. Students from non-English speaking backgrounds are also more likely to find cultural centres, religious meeting places and supportive ethnic communities in larger centres.

The University will make all reasonable attempts to ensure that students from these two equity groups are nurtured within the broad University community. Wherever possible, the University will meet their academic, living and learning needs in an environment of equal opportunity and equity.

(C) REPORT ON MERIT-BASED EQUITY SCHOLARSHIPS

UNE was allocated 39 EFTSU scholarships. The selection process for short-listing awardees and making final decisions is set out in Attachments Two and Three. The majority were from rural and/or isolated backgrounds and had additional equity considerations. Scholarships were awarded to:

8 mature age entry students; 6 Indigenous students; and 25 general entry (including those who entered under special entry schemes eg SRAS) with most points awarded on multiple equity/disadvantage (as indicated above).

The equity group breakdown of those who received the scholarships were as follows:

• 6 Indigenous students (4 female and 2 male, 4 external students and 2 internal students);

• 8 Mature Age Entry students (6 female and 2 male, 4 external students and 4 internal students);

• 26 general enrolled students indicating financial hardship (19 female and 7 male, and 1 external and 25 internal);

• 9 people indicated a disability (1 Indigenous, 6 Mature age, 2 general);

• 3 people indicated that English was not the language spoken in the home; and

• 10 people did not have a TER on entry to the University.

Muyesser Durur
Manager, Equity Office
Phone: 02 6773 3591
Fax: 02 6773 3619
E-mail mdurur@metz.une.edu.au

Back  -   Return to Contents  -  Next