Victoria University expresses its strong commitment to equity and social justice in its foundation documents including the Victoria University of Technology Act (1990) and in key planning documents. The University Council has incorporated the following term of reference into each of its committees:

"To ensure decisions and recommendations to Council are in line with University equity and social justice policies and to seek advice where decisions may impact differentially on staff or students in ways that relate to characteristics included as grounds in State and Federal anti-discrimination legislation."

The Planning Committee of Council also includes the following term of reference:

"To consider the Strategic Plan, Educational Profiles, including Equity Plan and Aboriginal Education Strategy, Research Management Plan and EEO Management Plan for the University and recommend changes to the Plans that are considered desirable."

Academic Board Regulations require it to:

"consider annually the University’s staff and student profiles against equity and equal employment opportunity targets and plans set by the University"(Reg. 2.2A 10.1.b), and:

"set up and maintain processes for the accreditation and re-accreditation of Higher Education programs to ensure inclusive curriculum and good teaching practice".(Reg. 2.2A 10.1.c)

The University’s Social Justice policy affirms that principles of equity and social justice be integrated into all the University structures, policies, procedures and plans. The policy on access and equity for students states:

"Victoria University is committed to providing tertiary education (TAFE and Higher Education) in an accessible and equitable way. … The aim is to ensure that the University’s student population reflects the composition proportionally of the groups represented in the University’s catchment area, including the Western Metropolitan Region of Melbourne."

b) STRATEGIES AND PERFORMANCE

The University’s equity strategies are detailed in the current Equity Management Plan. The scope and depth of the plan is indicated by the outline and consists of broad equity objectives and cross-linked specific objectives and strategies. The University recognises the richness of our diverse student population and responds in positive and pro-active ways and through the provision of academic and personal support services. Key aspects of the Equity Program are the ongoing development of inclusive curriculum and teaching practice and cultural change to create an inclusive environment. The University funds the Equity and Social Justice Branch in order to ensure effort and focus on social justice issues and the implementation of the Equity Management Plan and other related plans. The Equity Management Plan includes not only strategies related directly to specific equity groups but also strategies directed at changing the system and to provide a support structure and resources within which such work can be done. Specific services continue to be developed to cater for the needs of particular groups of students; eg Aborigines and Torres Strait Islanders and students with a disability. Inclusive practice and policy in the provision of generic services are developed in parallel.

An analysis of the University’s equity profile enabled the identification of strengths and weaknesses leading to the formulation of the following goals. The strategies in this report focus on these goals.

• To increase the success rates of people from Non-English speaking backgrounds (NESB) and low socio-economic status (SES) backgrounds students to the level of the whole student body.
• To increase the successful participation of women in post-graduate study and disciplines where they are under-represented.
• To increase the employment and employability of all students especially low SES, NESB, students with a disability, Koori students, and women in non-traditional fields.
• To increase access for students with a disability and maintain success and retention at comparable levels.

Specific strategies:

PASP (Personalised Access and Study Policy)

The Personalised Access and Study policy is based on the view that students as individuals can succeed to their potential when teaching, support and administrative systems are focussed on student expectations and needs which are at the centre of all the University does. The focus is on assisting students to meet their educational objectives, and supporting them through that process. The teaching and learning partnership between the student and the University is documented in a "compact". Recommendations from equity projects eg inclusive curriculum, have been incorporated into the PASP Action Plan. Professional development includes briefing on accommodating the support needs of students with a disability, supports for Koori students and cross cultural communication skills.

Low SES Project

This project is being developed with the purpose of identifying characteristics related to low SES in order to more precisely design strategies and allocate scholarships. Fields will be identified for monitoring. Factors which impact on mature aged students will be identified.

Cultural Diversity

The purpose of this program is to increase cultural sensitivity throughout the University particularly in the employment of staff and in the provision of direct service to students.

Cultural Diversity includes perspectives of the diverse student body including Kooris and other Aborigines and Torres Strait Islanders; people from diverse language and cultural backgrounds; persons with a disability; and gay, lesbian, bisexual and transgender students.

Student Learning Unit

The Unit provides assistance with English expression, mathematics, discipline-specific terminology, assignment and essay writing. ESL expertise is available to students directly and also through consultancy to faculties. The Unit has initiated a postgraduate discussion group which has proven effective in supporting postgraduate students from non-traditional backgrounds. The Unit has proposals to develop on-line and traditional format modules which aim to increase access to support for Koori students and students with a disability.

Inclusive Curriculum

The University has established an inclusive curriculum program. The program covers gender, culture, language, class, disabilities and sexualities and includes Koori inclusive curriculum. Key elements are located in the functions of Academic Board, Planning Committee of Council, Equity and Social Justice Branch and the University’s Centre for Professional Development. Recent initiatives include a project to address the problematic masculine culture in the sport and recreation discipline through curriculum and professional development and a koori inclusive curriculum project.

Data Analysis and Performance Indicators

The University will continue to develop and use effective and appropriate measures for assessing its own equity performance as well as utilise those required by DETYA. Analysis of the University’s student profile and catchment area will continue with particular emphasis on using data to inform teaching and administrative practice. Development and application of performance indicators over the next triennium will focus on: Low SES, NESB, employment of graduates and students with a disability. In particular this project will evaluate the impact of PASP and the effects on access and participation rates of various types of recruitment and enrolment procedures, rates of retention and success for designated groups, data analysis support to the Disability Liaison Unit and the establishment of ongoing capacity within Equity and Social Justice Branch for managing equity data and reporting internally and externally.

Disability: Generic Services

Victoria University will continue to implement its generic model for meeting the needs of students with a disability and to monitor service provision to ensure that the needs of students with a disability are catered for and services and processes are inclusive.

Women In Non-Traditional Fields Of Study

The University has designed a project to bring together and implement what is known about increasing successful participation of women in non-traditional fields of study including postgraduate study. Effective strategies include cultural change and inclusive curriculum. This will be cross-discipline and cross-faculty and link with the University’s EEO/Affirmative Action program. This project will implement recommendations and follow up challenges highlighted in the inclusive curriculum report. Resources and consultancy will be provided to staff in disciplines where the participation of women is low in order to enable those departments to address the factors that create an exclusive environment and curriculum.

Summary Tables by Equity Group

Summary tables for each equity group in order of priority including historical data, performance indicators and other benchmarks where applicable.

Low Socio-Economic Status

Non-English Speaking Background

Students With A Disability

Women

The following table gives a breakdown by Equity group.

1998 MERIT-BASED EQUITY SCHOLARSHIP RECIPIENTS BY EQUITY GROUP

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