University of New South Wales EQUITY OBJECTIVES The goal of the University of New South Wales, identified in its Equity Plan 1998-2000, is to become a model of best practice for student equity, which will be achieved through the fulfillment of the following objectives:
In 1998 the University has developed the UNSW Equity and Diversity Policy Statement to address the objectives outlined above. A copy of the UNSW Equity and Diversity Policy Statement is included as Attachment 3. Equity, planning and implementation The Equity & Diversity Unit is responsible for providing strategic advice to Faculties and Units to assist them with the implementation of equity principles and initiatives. The Director, Equity & Diversity, reports to the Deputy Vice-Chancellor (Academic Affairs) who is the University’s senior designated officer overseeing UNSW equity programs. The Deans of the Faculties are accountable to the Deputy Vice-Chancellor for the achievement of equity objectives and the implementation of the University’s equity policies and programs. During 1997-8, the Equity & Diversity Unit has been involved with ensuring that equity policies and issues are established as an integral part of mainstream UNSW policy, planning and review processes. In addition, during 1998, the Vice-Chancellor introduced the Performance, Reporting, Evaluation and Planning (PREP) process as a mechanism for ensuring the accountability of the University’s senior managers. PREP will enable greater consistency of University planning within a devolved environment. Through PREP a number of Core Standards for University planning and performance evaluation will be introduced. In 1999 equity will be a priority Core Standard of the PREP process. Deans and Senior Managers will be required to provide detailed accounts of Faculty and Unit progress towards achieving the University’s equity objectives. MERIT BASED EQUITY SCHOLARSHIPS Undergraduate HECS Scholarships In 1998 UNSW was allocated 34 undergraduate HECS Scholarships. Together with the 31 allocated in 1997, UNSW has a cumulative total of 65 students in receipt of a HECS Scholarship. Information about the HECS Scholarships was publicised in the Sydney Morning Herald, in material produced by the Scholarships Unit and in University publications such as the Student Handbook. Allocation of Scholarships 1998 The Scholarships Unit, in consultation with the Equity & Diversity Unit, developed the scholarship allocation process. A combination of academic merit and equity group membership formed the basis for scholarship allocation. Each Faculty was given a proportional number of scholarships to ensure fairness of distribution to top-performing equity students in all courses. Recipients of the scholarship had to demonstrate academic merit and be in receipt of Austudy or Abstudy. Each of the 34 HECS scholarship recipients met the University’s criteria for low SES (ie. receiving Austudy/Abstudy). In addition, four scholarships were allocated to ATSI students, one scholarship to a woman studying in a non-traditional area, one scholarship to a student with a disability and one scholarship to a rural student. EQUITY STRATEGIES AND PERFORMANCE OUTCOMES Equity Strategies for the 1999-2001 Triennium Equity strategies are not included in this document but can be obtained from the equity officer at UNSW on request. PERFORMANCE OUTCOMES Table 1 provides an overview of UNSW’s access, participation, success and retention rates for equity target groups from 1992-98. The table provides an historical overview and includes the predicted performance indicators for the triennium 1999-2001. Table 1: Equity Target Group Performance Outcomes 1992-1998
ANALYSIS OF EQUITY DATA Access Analysis of access rates across equity target groups demonstrates a fluctuating picture between 1992 –1996. Fluctuations were particularly marked for Low SES 25+, NESB and isolated students during the period 1992-96. During 1997 and 1998 access rates for low SES, NESB, rural students and students with disabilities continued to decline. However, access rates for isolated students increased markedly during 1998. Participation The participation rate for low SES students, students with disabilities and rural students remained relatively stable during 1992-96. 1998 saw increased participation rates for NESB students, isolated students and women in non-traditional areas of study. Success Success rates for students across all target groups have remained consistently high for the 1992-96 time period. Success rates for rural students increased in 1997, with these students outperforming non-equity students on the success indicator. The same observation can be seen for women in non- traditional areas of study, who have consistently outperformed non-equity students on the success indicator. Retention Retention rates for students across all target groups have remained consistently high for the 1992-96 time period. 1998 retention rates indicate that retention has increased for low SES students, NESB students, students with disabilities, and isolated students. However, there was a small decline in 1998 retention rates for women and rural students. Overview Overall the University’s equity performance outcomes suggest two conclusions. Firstly, improving access and participation for students from equity groups is a major issue for UNSW. These issues are currently being addressed by the Working Party on Student Equity and Access. Secondly, students from designated equity groups who gain admission to UNSW are performing well as evidenced by their success and retention outcomes, and in general are competitive with non-equity students. Factors affecting the University’s equity performance It is difficult to explain the declining pattern in access rates over the period 1992-98, other than to say that a range of complex internal and external factors are underlying this outcome. However, a number of potential factors have been identified which are likely to have influenced this situation: External Factors
Internal Factors
The University has become increasingly aware of the above factors, and has established a Working Party on Student Equity & Access to examine these factors. Information on the Working Party is contained in the Review and Evaluation section of this document. REVIEW & EVALUATION Working Party on Student Equity & Access The University established the Working Party on Student Equity and Access during 1997, as one of the key Working Parties of the UNSW2000 Program. Since November 1997 the Working Party has been engaged in a critical review of the University’s admission procedures (including special admission programs), outreach programs, student equity profile and support programs for students. Initial findings of the Working Party point to:
The final Report of the Working Party will be referred to the Vice-Chancellor for action and implementation in August 1998. The Terms of Reference of the Working Party are contained in Attachment 2. ACCESS Scheme The ACCESS Scheme is a special admission and support scheme for students who have experienced long-term educational disadvantages. The Scheme applies to Form A applicants and targets Low SES students, NSEB students, rural and isolated students, students with disabilities and students attending disadvantaged high schools. The following eligibility delegations were reviewed after the 1998 ACCESS Scheme admission period:
Financial Hardship The eligibility delegation for financial hardship was adjusted to include possession of a Centrelink Rate letter. This measure was introduced to broaden the range of Low SES students applying to the ACCESS Scheme and to increase their likelihood of being assessed eligible under the financial hardship delegation. Language Difficulties The eligibility delegation for language difficulties has been adjusted and the period of attendance at an Intensive English Centre has been extended to a minimum of 20 weeks. This recommendation was made to accommodate changes to the NSW School term, which now has four 10-week terms per year. A second recommendation that the language difficulties eligibility delegation be reviewed in order to recognise NESB students living in rural regions who do not have access to an Intensive English Centre is still under consideration by the University’s Admission and Progression Committee (APC). The Equity and Diversity Unit and the APC are developing an indicator for rural NESB students. Rural Isolation At present rural isolation is determined by the population of the town in which the applicant resides and, to be considered eligible, this must not exceed 6,000 people. This figure was derived from the Department of School Education Isolated Schools Program (used to determine grants to isolated schools). Given that UNSW is targeting rurally isolated students under its Student Equity Plan, the definition of Rural Isolation has been widened to include applicants living in towns with populations of less than 12,000 people. Scholarships Committee and Reference Group In 1997 the Pro Vice-Chancellor (Development) assumed responsibility for developing a scholarship strategy for UNSW. A Scholarships Committee and Scholarships Reference Group were established to develop the UNSW Scholarship Strategy. Five broad objectives have been identified for the UNSW Scholarships Strategy, which are to be applied across all disciplines and levels of study throughout the University. The objectives are achievement, equity, travel, marketing and corporate/community relations. Two aims were identified for UNSW’s equity scholarships:
Disability Services Disability services are reviewed and evaluated at the end of each Session through surveys of students, service personnel, and Faculty Disability Contact Officers. Regular reviews of these services ensure that problems are identified and remedied. Liaison with the Faculty Disability Contact Officers is also included in these evaluations to identify any issues connected with academic schools/faculties. CONTACT PERSONS Professor Alan Pettigrew Ms Crystal Condous Director, Equity & Diversity Unit Ms Judith Tonkin |
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