A central objective of the UTS Mission Statement is the concern "to improve educational provision for students from a diversity of backgrounds". The University’s Corporate Plan for the 1998 - 2000 Triennium integrates equity objectives throughout its core aims for the triennium, and emphasises the University’s commitment to student diversity and equity; to increased openness to the community through facilitation of access to the University’s resources and knowledge; and to creating a supportive and open organisational culture which enables the development of students to their full potential.

The UTS Equity Plan 1999-2001 is strongly linked to the aims and directions outlined in the UTS Corporate Plan. The principal objectives of the University’s Equity Plan are to redress the past exclusion and marginalisation of members of the designated equity groups at UTS, and to ensure that the diverse nature of the wider community is reflected in the University’s student population. The Plan incorporates an assessment of the University’s performance to date in meeting its equity targets, and this analysis of past performance has been a critical aspect of the formation of current equity priorities. The Equity Plan provides a strategic overview and is supplemented by other plans and policies relating to specific equity groups, i.e. the UTS Disability Action Plan; the Ethnic Affairs Priority Statement.

The University recognises that, given the devolved nature of UTS management, it is imperative that equity principles and practices form an integral part of the devolved functions and that equity strategies and programs are integrated into existing structures. A major objective of this Plan is therefore to continue to support the development of local-level strategies and the effective integration of equity programs within faculties. The introduction of equity-related performance indicators into all faculty strategic plans from 1999 will be of major assistance in further integrating equity into the University’s devolved management structure.

This section provides a summary of new initiatives and major continuing strategies for each equity target group. Strategies are linked wherever possible to UTS’ performance on access, participation, success and retention. Some strategies are applicable to more than one equity group, e.g. inpUTS Educational Access Scheme.

2.1 People from Low Socio-Economic Backgrounds (Low SES)

Maintaining the participation of people from low socio-economic backgrounds is a major priority of the UTS equity program for the 1999-2001 triennium. This is particularly challenging in an environment where the costs of participation in higher education are increasing and support programs are under pressure, e.g. HECS charge increases, Austudy / Abstudy changes, changes beyond the control of individual universities. Mature age low SES students have been identified as being at high risk of not pursuing higher education due to increasing fees and charges, which is of particular concern to UTS given its age profile and strong focus on part-time and cooperative education. Although the University’s overall participation rates for low SES students have been maintained in 1998, UTS notes with concern the fall in access rates for low SES students, particularly in the over 25 year age group, and will closely monitor the access rates of low SES students of all ages over the triennium. Success and retention indicators suggest the need for a continuing focus on all aspects of participation for low SES people. There will be ongoing analysis of the needs of students from the other equity target groups who are also of low SES.

2.1.1 Research in progress / new initiatives

• Investigate the implications of flexible learning for equity groups, including analysis of the access and support needs of low SES students, and present recommendations to the UTS Flexible Learning Taskforce by the end of 1998.
• Establish a comprehensive monitoring process for recipients of HECS-Exempt Equity Scholarships, to develop pro-active support strategies and to collect longitudinal data on the success and retention of this sample group of low SES students.
• Analyse the decrease in mature age applications to the inpUTS Educational Access Scheme in light of the downturn in mature age applicants across the sector, and market inpUTS and other access / support services available at UTS more pro-actively to mature age low SES applicants.
• Investigate the possibilities for closer links with the Sydney Institute of TAFE and better articulation between TAFE foundation programs and the inpUTS Educational Access Scheme.
• Review selection criteria for the inpUTS Educational Access Scheme and financial support programs to ensure their continuing effectiveness for low SES applicants.
• Investigate the feasibility of analysing Australian Bureau of Statistics data using the Geographical Information System, to provide more detailed and accurate information on the representation of equity group members, particularly low SES students.

2.1.2 Ongoing strategies to improve access and participation of low SES students

The inpUTS Educational Access Scheme, Schools / Community Links Program, and Link-In (Shadowing) program will continue to target people from low SES backgrounds. The inpUTS Financial Grants, HECS-Exempt Equity Scholarships, student loans scheme and process for waiving or deferring enrolment fees and Summer semester fees for low SES students will continue. HECS-liable scholarships for postgraduate fee-paying courses will continue to be offered to low SES students who can demonstrate academic merit. Fees for UTS bridging and supplementary courses will continue to be waived for low SES students.

2.1.3 Ongoing strategies to improve participation and retention of low SES students

The provision of appropriate and accessible support to students from low SES backgrounds will continue through the work of the Welfare Officers, Counselling Staff and the Academic Liaison Officers Network. Low SES students will continue to be targetted for priority accommodation places, and assisted to obtain casual / vacation employment.

2.1.4 Ongoing strategies to improve retention and success of low SES students

Short courses, bridging and supplementary courses will continue to be offered through the Learning Assistance Centres, where possible on an award basis. Programs to assist with the transition to university study, orientation to the university and all support services, and learning skills programs will be offered to commencing students from all equity groups who have obtained admission through inpUTS.

2.2 People with Disabilities

The UTS Disability Action Plan (DAP) was adopted by Council in June 1997 and an implementation working group has been established in 1998 to coordinate strategies within the Plan. The DAP has sections specifically targetting student recruitment and academic support for students with disabilities. It was pleasing to note that access, participation and success rates for students with a disability all increased in 1998, suggesting that the extensive consultative process undertaken in the development of the DAP has led to greater awareness of disability issues in the University community. However, the slight decrease in the retention of students with a disability in 1998 highlights the need for continuing effort in this area in particular.

2.2.1 Research in progress / new initiatives

• Implement disability awareness training for staff in key areas, e.g. 120 UTS Library staff will undergo disability awareness training in 1998, a new workshop and training package for scribes will be implemented.
• Ensure that pro-active strategies in relation to Remote Access and Flexible learning initiatives are put in place to assist students with a disability.
• Develop a students with disabilities web page which includes information about teaching and assessment strategies as a guide for staff in assisting students with disabilities.
• Develop an Accessible Environments Policy for UTS, covering physical and communications access, to ensure that requirements for people with a disability are fully considered.
• Develop strategies to increase the representation of students with a disability in postgraduate courses, particularly research courses.
• Clarify documentation and support requirements for students with a mental illness or other psychological disorders.

2.2.2 Ongoing strategies to improve access of students with a disability

Special entry will continue to be offered to people with a disability through the inpUTS Scheme. Information about courses, support services and access issues will be presented at forums and distributed to relevant community organisations. Course information will be provided in alternative formats on request. A summary brochure of access and support services within the UTS DAP, Disability Action, will be made available to students and prospective students with a disability. Appropriate counselling and advice will be offered to prospective postgraduate students with a disability.

2.2.3 Ongoing strategies to improve access and participation of students with a disability

Students with disabilities who are also experiencing financial hardship will continue to be eligible for all financial assistance schemes within the university. The Special Needs Coordinator will allocate funds for specialised assistance where appropriate. Access and facilities maps will be made available for all campuses, and alternative enrolment procedures will continue to be offered to students with a disability, appropriate to their particular disability. Accessible housing will continue to be provided for students with a disability.

2.2.4 Ongoing strategies to improve participation and retention of students with a disability

The Special Needs staff within the Student Services Unit (SSU) will continue to offer a comprehensive range of support for students with a disability. These include provision of notetakers, sign language interpreters, tutors, scribes, readers, texts in alternate formats and specialised equipment. Academic Liaison Officers (ALOs), who are the main faculty contacts for students with a disability, will continue to coordinate alternative assessments. Extensive liaison between the Special Needs and Counselling Services and the Academic Liaison Officers will continue, as will coordination of the ALOs Network, which meets for training and discussion sessions each semester. The distribution of resource materials to ALOs by SSU will remain a priority strategy.

2.2.5 Ongoing strategies to improve retention and success of students with a disability

Effective support will be ensured through the Special Needs Coordinator and the Academic Liaison Officers in each School / Department who will assist in developing, as needed, an individualised support program for each student with a disability. D-Mail, a newsletter for students with a disability, will continue to be produced and distributed to students and staff each semester. Alternative enrolment and examination arrangements for students with special needs will be offered.

2.3 People from Non-English Speaking Backgrounds (NESB)

UTS’ representation of NESB students remains well above state and national averages, so the major focus of the equity program is on success and retention. It was pleasing to note the significant improvement in the retention rates of NESB students.

2.3.1 Research in progress / new initiatives

• Undertake research and develop strategies for people from specific language / ethnic backgrounds who continue to be under-represented in the UTS student population.
• Undertake research, including focus groups of students, to identify issues impacting on the participation, success and retention of students from NESB (including postgraduate students).
• Develop a new Ethnic Affairs Policy Statement for UTS, including strategies relating to access, participation, success and retention of NESB students.
• Establish taskforces to develop guidelines to improve support for students from culturally diverse backgrounds and to encourage further internationalisation of the curriculum.

2.3.2 Ongoing strategies to improve access of students from non-English speaking backgrounds

The UTS Schools Link Program, which was reviewed in 1997 will continue to target schools in the UTS catchment area with a high NESB enrolment. Information distribution will include publicity in ethnic community newspapers of under-represented ethnic groups. UTS will continue to coordinate visits for TAFE students undertaking "English for Academic Purposes" courses who are interested in pursuing higher education options. The participation of NESB students in postgraduate study will continue to be monitored.

2.3.3 Ongoing strategies to improve retention and success of students from NESB

UTS will continue to develop and support initiatives that diversify and internationalise the curriculum and promote best practice in teaching diverse student groups. Cultural awareness training for staff and students will be offered. The English Language and Study Skills Assistance Centre (ELSSA) will continue to provide bridging and supplementary courses, support programs for NESB students, and to provide services for postgraduate students with language difficulties (over a quarter of students using the Centre in 1997 were postgraduate students). Additional time will be provided in examinations for students with language difficulties. The Intercultural Issues Coordinator and Diversity Projects Officer positions will provide expertise and coordination of support for NESB students. The University will continue to organise activities that promote acceptance of cultural diversity and understanding of cultural difference, e.g. cultural diversity calendar, cultural days. Support services for NESB students will be widely advertised, in print and through the UTS Student Help Web Pages (the Help Web was reviewed for accessibility in 1998).

2.4 Women in Non-Traditional Areas and in Postgraduate study

Access and participation rates increased for women in Architecture, Business / Economics and Engineering (which had an increase of over 3% on 1997 access figures); however, women’s access and participation rates in Science courses fell. Women’s participation in postgraduate programs in non-traditional fields showed continuing growth, with the ratio of higher degree by research to undergraduate more than doubling for Engineering, and increasing for Business / Economics and Science. Success and retention rates for women remained on par with or above the average rates for all students.

2.4.1 Research in progress / new initiatives

• Organise the Winds of Change international conference, focusing on key issues for women in universities, in July 1998. The issues identified at this conference will assist the university (and others) to develop new strategies aimed at facilitating greater access and support for women staff and students. A number of sessions will explore specific issues for women in non-traditional areas and postgraduate study.
• Investigate specific issues for women postgraduate students studying part time.
• Publicise the University’s new policy on Study and Family Responsibilities and provisions for sole careers.
• Undertake Women in Construction Forums for both students and staff (a strategy within the new Faculty of Design, Architecture and Building Equity Plan).
• Implement recommendations from the 1998 review of the UTS Women’s Re-entry scholarships.
• Explore the possibility of establishing faculty-based scholarships aimed at attracting women students into a non-traditional fields of study, including a new Women in Building scholarship.
• Develop a new outreach program for women in computing science in 1998.

2.4.2 Ongoing strategies to improve access of women in non-traditional areas and PG study

Non-traditional areas of study for women will continue to promote access for women through high school visits, targetted publicity and open days (e.g. 560 students participated in outreach activities organised by the Women in Engineering program in 1997).

2.4.3 Ongoing strategies to improve participation / retention of women in non-traditional and PG study

Women students who are experiencing financial hardship are eligible to apply for all UTS financial assistance schemes, including HECS-Exempt scholarships and HECS liable places in fee-paying postgraduate courses. The Women in Engineering Program will continue to offer support and assistance to women students. Other faculty-based programs, e.g. Women in Building and Construction, will be further developed and supported. Affordable and accessible childcare will be continue to be offered. Gender sensitive counselling services will be offered on both main campuses, with staff experienced in domestic violence and sexual assault issues.

2.4.4 Ongoing strategies to improve retention / success of women in non-traditional and postgraduate study

UTS will continue to support women staff to develop skills and to participate in the supervision of postgraduate students. Ongoing curriculum review and course design will ensure that courses in non-traditional areas are relevant to and engage the interest of women students, e.g development of the new Bachelor of Engineering Practice program to ensure the social and environmental context of Engineering is highlighted.

2.5 People from Rural and Isolated Areas

As UTS defines its main catchment area as the metropolitan Sydney region and has limited student accommodation available, access and participation of rural and isolated students is not a priority of the University’s Equity Program. However, the success and retention rates of rural and isolated students will continue to be monitored.

2.5.1 Research in progress / new initiatives

• The university is in the process of establishing a flexible learning strategy including the provision of remote access, which could enable UTS to more effectively target programs and services to students from rural and isolated areas. The research project on flexible learning and equity group students will specifically investigate these issues and develop appropriate strategies.

2.5.2 Ongoing strategies to support access, participation, success and retention of rural / isolated students

People from rural and isolated areas will continue to be eligible for inpUTS and all associated support services. 25% of campus accommodation will be set aside for rural / isolated students and assistance given through the UTS Housing service for other types of accommodation. Focus groups will be conducted to identify issues and peer support networks will continue to be coordinated for rural students living in University housing.

3.1 Selection procedures

UTS offered 50 HECS-Exempt Equity Scholarships in 1998. In order to ensure an equitable distribution among the various target groups, a proportion was earmarked for Aboriginal and Torres Strait Islander students and women in non-traditional fields of study. The Scholarship Selection Committee included representatives from the Equity and Diversity Unit, the Student Services Unit and Women in Engineering Program. Aboriginal and Torres Strait Islander recipients were selected through a separate committee of Jumbunna CAISER (the university’s Indigenous centre), and one scholarship was reserved for Adult Education students (who are not eligible to apply for inpUTS).

The first stage of the selection process entailed checking all applications against the essential criteria: demonstrated educational disadvantage, low SES and Australian Citizenship. Eligible applicants were then ranked 1 - 3 according to their level of disadvantage. Criteria used to assess level of disadvantage included type of supporting benefit (i.e. Independent or Homeless Austudy / Full Austudy / partial Austudy / Health Care Card), and written statements from applicants outlining their circumstances. Merit was defined by UTS as the offer of a place into a UTS course.

3.2 Publicity

5,000 scholarship application forms were distributed to all New South Wales High Schools and to over 250 community organisations. Forms were also distributed through the UTS Student Information Offices, and the UAC Guide was used to advertise the availability of the scholarships. All commencing Aboriginal and Torres Strait Islander students, women entering Engineering courses, and Adult Education students were direct-mailed a scholarship application form. Despite the widespread distribution of application forms and the widening of the application process to include all commencing UTS students (only inpUTS-eligible students and other selected equity group students were invited to apply for the scholarships in 1997), only 188 applications were received, indicating that a more targetted effort to publicising the scholarships is required in the future.

3.3 Equity group membership of recipients

All 50 recipients of the scholarships in 1998 satisfied the criteria of demonstrated educational and financial disadvantage and Australian citizenship. Scholarship recipients included people from the following equity target groups: 8 Aboriginal and Torres Strait Islander students; 6 students with a disability; 3 women studying in non-traditional areas; 31 NESB students; 9 students living in below-average socio-economic areas, and 34 in average socio-economic areas (as defined by postcode). 15 of the recipients were non-recent school leavers, 31 were inpUTS-eligible.

For further information about the specific programs / strategies outlined in the Plan, the first point of contact is:

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