University of Wollongong A. Equity Objectives University objectives from the University of Wollongong's Strategic Plan 1997-2005 which are relevant to equity are:
The University of Wollongong's operational objectives for equity are:
B. Strategies and performance Low Socio-Economic Status (Low SES) Access and Participation Gateway preparation and admission program Strategy. Provide preparation and admission to the University for economically disadvantaged prospective students through a 14 week nine hour per week academic skills and discipline preparation course. Time-frame. Autumn and Spring session intakes of each year. Responsibility. Student Services. Program Performance Indicators (PIs) & Standards. PI: number enrolled per year; Standard: 60; Outcome: 32 for spring session, 1997 (equity profile: 32 low SES,1 ATSI, 6 NESB, 3 rural, 4 disability); 32 for autumn session, 1998 (equity profile: 29 low SES, 10 NESB, 3 rural, 3 disability); PI: proportion of enrolment given access to university; Standard: 80%; Outcome: 78% for spring session, 1997, 84% for autumn session, 1998; PI: proportion of enrolment successfully completing a degree program; Standard: 80%; Outcomes: to be reviewed at end of 1998. Institutional Performance Indicators and Standards Access. PI: commencing students in equity group/total commencing students; Standard: 17.75% - under 25, urban & 17.6% - over 25, urban; Outcomes: 17.48% - under 25, urban & 20.11% - over 25, urban. Participation. PI: The indicator for participation is a ratio of low SES students to high SES students in the University’s population; Standard: 2.4 - under 25, urban & 2.35 - over 25, urban; Outcomes: 2.59 - under 25, urban & 2.6 - over 25, urban. Retention and Success Transition to University Program Strategy. Provide socially and economically disadvantaged first year students with a system of peer group support and academic mentoring from senior students. Time-frame. Ongoing, Orientation week of each year. Responsibility. Student Services. Program Performance Indicators & Standards. PI: proportion of low SES students participating in program; Standard: 70%; Outcome: 45%. PI: retention of participants; Standard: 90%; Outcome: currently being reviewed. Engineering Opportunity Program Strategy. Provide an admissions and academic support program for students who are of low socio-economic status and who have not met normal matriculation requirements; includes provision of a mentor and additional tutorials provided by academic staff. Time-frame. Ongoing. Responsibility. Engineering faculty. Program Performance Indicators & Standards. PI: proportion of intake belonging to low SES target equity group; Standard: 30%; Outcome: 34% low SES (15% NESB, 8% ATSI, 7% disability, 22% rural, 6% women). PI: pass rate; Standard: 80%; Outcome: 87% (for 1997). Financial Assistance Strategy. Provide financial grants to economically disadvantaged students whose academic progress or retention is in jeopardy because of financial difficulties. Time-frame. Ongoing. Responsibility. Student Services and Dean of Students. Program Performance Indicators & Standards. PI: amount of funds provided; Outcome: $8,020 provided in the form of grants (up to $300) to 26 students to June 1998; $10,000 provided in the form of child care subsidies to an additional 27 students. PI: proportion of low SES target equity group provided with grants; Outcome: .02% - a total of 53 students . Institutional Performance Indicators and Standards Success. PI: ratio of equity group progress to other student progress; Standard: 1.0 - under 25, urban & 1.0 - over 25, urban; Outcome - for 1997: .98 - under 25, urban - data not available for over 25, urban. Retention. PI: ratio of apparent retention rate for equity group students to that for other students; Standard: 1.0 - under 25, urban & 1.0 - over 25, urban; Outcomes: 1.03 - under 25, urban & 1.02 - over 25, urban. Non-English Speaking Background (NESB) Access and Participation Career development programs Strategy. Recruit students from non-English speaking backgrounds through the implementation of career development programs, in secondary schools, migrant groups and community services, which provide opportunities for people to consider the opportunities and benefits of university education and remove attitudinal barriers which may prevent prospective NESB students from pursuing such education. Time-frame. April, 1998 to March, 2000. Responsibility. Careers Adviser for Prospective Equity Students, Student Services. Program Performance Indicators & Standards. PI: number of career development programs successfully implemented. Institutional Performance Indicators and Standards Access. PI: commencing students in equity group/total commencing students; Standard: 4.05%; Outcome: 2.88%. Participation. PI: ratio of equity group in student population to proportion of equity group in state; Standard: .4; Outcome: .28. Retention and Success English language and academic skills program Strategy. Assess the English language skills of NESB students through a faculty wide academic skills assessment program and provide generic and curriculum based English language and academic skills workshops and self-access resources which incorporate cultural diversity requirements. Time-frame. Currently funded for 1997 to 2000. Responsibility. Student Services. Program Performance Indicators & Standards. PI: pre and post program written language assessments, Standard: improvement of all participants to level 4, MELSUS scale (ie Measurement of English Language Skills of University Students), Outcomes: to be reviewed in 1999. Cultural diversity within the curriculum Strategy. Enhance the learning environment for NESB students by providing academic staff with training in the incorporation of cultural diversity within the curriculum. Time-frame. 1998 and ongoing. Responsibility. Student Services. Program Performance Indicators & Standards. PI: extent of curriculum development incorporating cultural diversity; Standard: curriculum development in three subjects over the next 12 months; Progress: currently developing staff training module. Working with a culturally diverse student body Strategy. Provide staff development programs on working with a culturally diverse student body; designed to improve staff skills for interacting with students from non-English speaking backgrounds. Time-frame. Ongoing. Responsibility. Student Services and Career Development Unit. Program Performance Indicators & Standards. PI: proportion of staff completing program. Institutional Performance Indicators and Standards Success. PI: ratio of equity group progress to other student progress; Standard: .96; Outcome: .94 (for 1997). Retention. PI: ratio of apparent retention rate for equity group students to that for other students; Standard: .95; Outcome: .91. Disability Access and Participation Disability Awareness Week Strategy. Encourage enrolment from prospective students with disability through Disability Awareness Week which highlights disability services available in the Illawarra and demonstrates the diverse range of adaptive technologies and educational resources available to people with disabilities. Time-frame. Ongoing, biennial, to be held again in August, 1999. Responsibility. Disability Liaison Officer, Student Services. Program Performance Indicators & Standards. PI: attendance and enquiries at program. Institutional Performance Indicators and Standards Access. PI: commencing students in equity group/total commencing students; Standard: 4.4%; Outcome: 6.57%. Participation. PI: ratio of equity group in student population to proportion of equity group in state; Standard: 1.15; Outcome: 1.72. Success and Retention Disability Liaison Strategy. Provide a registration and assessment system and coordinate notetaker and alternative assessments for students with disability and facilitate reasonable accommodation within all areas of the University. Time-frame. Ongoing. Responsibility. Disability Liaison Officer, Student Services; Faculty Disability Advisers. Program Performance Indicators & Standards. PI: proportion of students with disability registering with service; Outcome: 29%. Autonomous Learning Skills Program Strategy. Provide an academic skill development program, for students with disability, which facilitates autonomous learning, use of adaptive technology and reduces the need for dependent assistance. Responsibility. Student Services. Time-frame. 1998: develop generic skills and disability policy; assess and adapt available resources; 1999: develop workshop system and self access resources; implement workshop system. Program Performance Indicators & Standards. PI: proportion of enrolment of students with disabilities participating in autonomous learning workshops and development of autonomous learning skills. Workplus Career Development Program Strategy. Implement a career development program for students with disability which provides information on resumé preparation, communication skills related to the workplace, interview techniques, effective strategies for gaining and maintaining employment and a five day placement with appropriate employers. Responsibility. Student Services. Program Performance Indicators & Standards. PI: proportion of registered students with disability participating in the Workplus program; Standard: 20%; Outcome: 4% for summer session. Institutional Performance Indicators and Standards Success. PI: ratio of equity group progress to other student progress; Standard: .99; Outcome: .99 (for 1997). Retention. PI: ratio of apparent retention rate for equity group students to that for other students; Standard: 1.1; Outcome: 1.05. Rural And Isolated Students Access and Participation Career development programs Strategy. Recruit rural and isolated students through the implementation of career development programs in secondary schools which provide opportunities for people to consider the opportunities and benefits of university education and remove attitudinal barriers which may prevent target equity groups from pursuing such education; utilise currently enrolled University students originally from rural and isolated backgrounds as role models. Time-frame. April 1998 to March 2000. Responsibility. Careers Adviser for Prospective Equity Students, Student Services; UniAdvice. Program Performance Indicators & Standards. PI: number of school visits and programs completed. Preparation and admission program - Berry Campus, South Coast Strategy. Provide preparation and admission to the University for prospective rural students in the Shoalhaven region through a 14 week 3 hour per week academic skills course with concurrent audit of a 100-level subject. Time-frame. Autumn and Spring session intakes of each year, commencing autumn session, 1998. Responsibility. Student Services. Program Performance Indicators & Standards. PI: number enrolled; Standard: 40 per year; Progress: 12 enrolled, autumn session, 1998; PI: proportion of enrolment given access to university; Standard: 80%; PI: proportion of enrolment successfully completing a degree program; Standard: 80%. Institutional Performance Indicators and Standards Access. PI: commencing students in equity group/total commencing students; Standard: 17.2% - rural, .30% - isolated; Outcome: 18.26% - rural, .41% - isolated. Participation. PI: ratio of equity group in student population to proportion of equity group in state; Standard: .68 - rural, .24 - isolated; Outcome: .73 - rural, .19 - isolated. Retention and Success Rural Students Orientation and Peer Support Program Strategy. Provide a one day orientation and ongoing peer support program designed to introduce rural students to University life and the local community and provide ongoing study advice and social support; conducted with the assistance of successful senior rural students. Timeframe: Ongoing, February of each year. Responsibility. Rural and Regional Student Network Coordinator, Student Services. Program Performance Indicators & Standards. PI: proportion of Rural/Isolated intake participating in the program; Standard: 25%; Outcome: 12%. Institutional Performance Indicators and Standards Success. PI: ratio of equity group progress to other student progress; Standard: 1.03 - rural, 1.03 - isolated; Outcome: 1.02 - rural, 1.0 - isolated - for 1997. Retention. PI: ratio of apparent retention rate for equity group students to that for other students; Standard: 1.03 - rural, .83 - isolated; Outcome: 1.04 - rural, .77 - isolated. Women in Non-Traditional Fields of Study Access and Participation Technology and Trade Careers Taster Day Strategy. Collaborate in the coordination of the Technology and Trade Careers Taster Day which is designed to attract more female year 10-11 secondary school students into non-traditional areas such as mathematics, geology, statistics, computer science, physics and engineering. Time-frame. November of each year. Responsibility. Careers Service, University of Wollongong; Department of Training and Education Co-ordination and TAFE. Program Performance Indicators & Standards. PI: program attendance. Girls in Engineering Summer School Strategy. Attract female secondary students to non-traditional areas of study through a 4 day residential engineering school which provides engineering workshops and industrial visits. Timeframe. January of each year. Responsibility. Faculty of Engineering. Program Performance Indicators & Standards. PI: program attendance and participant satisfaction; Outcome: 40 for 1998, feedback indicated that the program was well organised and informative. Preparation and admission programs Strategy. Expand the Gateway preparation and admission program through collaboration with Wollongong University College in order to provide admission for women to the Engineering, Informatics and Science Faculties. Time-frame. Autumn session, 1999 and ongoing. Responsibility. Student Services; Wollongong University College. Program Performance Indicators & Standards. PI: Provision of places; Standard: 30 places for 1999. Institutional Performance Indicators and Standards Access. PI: commencing students in equity group/total commencing students; Standard: 12.5% - engineering, 37% - business/economics; Outcome: 11.32% - engineering, 44.19% - business/economics. Participation. PI: ratio of proportion of total female students in postgraduate coursework courses to proportion of female students in undergraduate courses; Standard: .05 - engineering, .68 - business/economics, .80 - law; Outcome: .23 - engineering, .73 - business/economics, .40 - law. PI: ratio of proportion of total female students in postgraduate research courses to proportion of female students in undergraduate courses; Standard: 1.3 - engineering, 1.0 - business/economics, .80 - law; Outcome: 1.65 - engineering, 1.03 - business/economics, .60 - law. Retention and Success Women in Engineering Network Strategy. Provide professional development opportunities and academic mentoring and social support for women enrolled in courses in the Engineering Faculty. Time-frame. Ongoing. Responsibility. Faculty of Engineering. Program Performance Indicators & Standards. PI: Proportion of female engineering students participating in network, feedback from students. Postgraduate Women's Research group Strategy. Provide academic and social support to women enrolled in postgraduate research degrees through the provision of academic skills workshops, career development seminars and a social support network. Responsibility. Student Services. Program Performance Indicators & Standards. PI: Proportion of female research students attending meetings; Standard: 20%; Outcome: 5%, 34 students. Institutional Performance Indicators and Standards Success. PI: ratio of student progress rate for female students to male students; Standard: 1.04; Outcome: 1.06 (for 1997). Retention. PI: ratio of apparent retention rate for female students to male students; Standard: 1.05; Outcome: 0.99. C. Report on Merit-based Equity Scholarships Sixteen DEETYA funded scholarships were awarded at the University of Wollongong for the 1998 academic year. The availability of the scholarships was promoted in the University scholarships brochure which was distributed to all NSW and ACT secondary schools and TAFE colleges and advertisements were placed in a Sutherland area newspaper. Applicants for the scholarship were required to complete a questionnaire which asked for details and documentation on family income, career aspirations, reasons for course choice, benefits of being awarded a scholarship, and responses to a campus scenario depicting cultural diversity. The chief criterion for selection was low socio-economic status, but weighting was given for membership of another DEETYA defined equity category such as having a disability or being rural or isolated. Weighting was given for academic merit on the basis of TER or equivalent. Those with low TER (or equivalent) scores and high equity were considered, provided their score was high enough to gain entry into the course of their choice. All recipients of scholarships were classified as low socio-economic status, one was also Aboriginal, eight were from a rural area, six were women entering non-traditional areas of study, four had a disability and one was from a non-English speaking background. D. Contact Officers
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