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.”

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

The University’s equity strategies are outlined in Attachment 1 and consist 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 Strategies and other related plans. These strategies are not only related directly to specific Equity groups but are also directed at systemic change. 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:

Specific strategies

(more detail is provided in Attachment 2)

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. Students are assisted to meet their educational objectives, and supported 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, support for Koori students and cross cultural communication skills. PASP is currently being evaluated in relation to its impact on the access, participation and retention of equity groups.

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 (part of the Centre for Educational Development and Support)

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, Equity and Social Justice Branch and the University’s Centre for Educational Development and Support. 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 continues to develop and use effective and appropriate measures for assessing its own equity performance as well as utilise those required by DEETYA. 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 and student progress processes. In particular this project will evaluate the impact of PAS 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 an ongoing capacity within the 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 program 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. The program will implement recommendations and follow up challenges highlighted in the inclusive curriculum report. Resources and consultancy is provided to staff in disciplines where the participation of women is low in order to create a more inclusive curriculum and environment for learning.

C)      PERFORMANCE

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.(Rural and Isolated are included at Appendix 3).

Low Socio-Economic Status

Non-English Speaking Background

Students with a Disability

Women

D)        REPORT ON MERIT-BASED EQUITY SCHOLARSHIPS

Scholarships were advertised as follows: general information was provided on page 12 of the VTAC Guide 1999; information sheet was prepared and distributed through Student Administration and the Centre for Commencing Students; and information was made available to students from November onwards. Nominations were also sought from the Koori Development and Support Unit and from secondary schools in the western metropolitan region, which has low socio-economic status.

A central selection committee comprising representatives from the Equity and Social Justice Branch, Student Union and Centre for Commencing Students considered and ranked applicants against the following selection criteria: academic potential, membership of an equity group, educational disadvantage, special hardship, special educational disadvantage.

PRIORITIES / WEIGHTINGS

Consideration was given to applicants who demonstrated multiple disadvantage. Many of the applicants for scholarships were from both non–English speaking and low socio- economic backgrounds.

The following table gives a breakdown by of scholarship recipients Equity group for 1997, 1998 and 1999.

e)        CONTACT OFFICERS

Manager, Equity and Social Justice:
Robyn Jackson

Phone: (03) 9365 2249

Fax: (03)9365 2578

Robyn.Jackson@vu.edu.au

Coordinator, Diversity:
Judith Cooke

Phone: (03) 9688 4598

Fax: (03) 9688 4965

Disability Liaison Coordinator:
Carolyn Wood

Phone:  (03) 9365 2505

Fax: (03) 9365 2578

Carolyn.Wood@vut.edu.au

Attachment 1 - Outline of Student equity strategies at Victoria University

Attachment 2 - Details of Specific Strategies

PASP  (personalised access and study policy)

This policy is a major equity initiative of the University which has developed out of the University’s substantive commitment to making education available to all. The Personalised Access and Study policy is based on the view that students as individuals can succeed to their potential when our teaching, support and administrative systems are focussed on student expectations and needs.

Victoria University believes that all students, regardless of background, will benefit as a consequence of the implementation and development of the Personalised Access and Study policy. The policy places the needs of students at the centre of all that 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 where all aspects of PASP converge.

Equity principles underlie this initiative and recommendations from Equity projects eg inclusive curriculum, were incorporated into the PASP Action Plan. Professional development will include briefing on accommodating the support needs of students with a disability, supports for Koori students and cross cultural communication skills.

Monitoring will identify points in the process that are sensitive to exclusion or inadequate support in order to remedy these and further develop PASP as an effective Equity strategy.

PASP attracts students from the Western Metropolitan Region of Melbourne and therefore supports low SES and NESB enrolments. The University will monitor the impact of PASP on the student profile paying particular attention to the Equity profile.

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. The program also provides a vehicle for the development and dissemination of materials and advice to assist staff and others to respond appropriately within the diverse environment at Victoria University of Technology.

Cultural Diversity includes perspectives of:

Student Learning Unit (now part of the Centre for Educational Development and Support)

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.

Women in non-traditional fields of study

The University has designed a program 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. This project will implement recommendations and follow up challenges highlighted in the inclusive curriculum report. Resources and consultancy are 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.

Disability: generic services

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

Postgraduate students

Victoria University has a significant proportion of women, people from a non-English speaking background, students with a disability and low socio-economic status at post-graduate level.  A need for links, networks and peer support among post-graduate students was identified. A pilot mentoring program for postgraduate students from equity groups as, an Equity project, includes a detailed analysis of the post-graduate student profile. The 1997 post-graduate profile indicates that 50% of commencing PhD students are women and that 48% are from non-English speaking backgrounds.

A survey of post-graduate students has been conducted to identify support needs and improve the quality of experience for postgraduate students especially those from Equity groups. This strategy focuses on retention and success for all Equity groups. Recommendations from the project will be implemented through the University’s Postgraduates Studies Unit, Academic Board and the Postgraduate Students Association.

The University will continue to survey research students annually to assess the quality of post-graduate supervision, to identify concerns and improve the experience of post-graduate students generally. Programs for postgraduate students and their supervisors (eg cross cultural supervision) are conducted. Recommendations from the postgraduate project will be incorporated into these programs and into student orientation.

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 DEETYA. 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 PAS 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.

Equity initiatives scheme

The University maintains a collaborative tendering process which encourages staff to develop and implement proposals in priority equity areas. The HEEP Grant is allocated via this process based on equity performance indicators, the equity plan and principles of cultural change and inclusive practice. Projects are initiated and funded based on the key elements of inclusive teaching and curriculum and cultural change.

See Attachment 4 for a report on the expenditure of the 1998 HEEP funds.

REVIEW AND EVALUATION OF STRATEGIES

Evaluation of equity performance at Victoria University is based on quantitative performance indicators including the Martin indicators and qualitative indicators based on an Equity change model developed and utilised by the University over several years. These indicators and other more specific ones are applied to all HEEP funded projects. The basic criterion against which strategies are assessed is: to what extent does the strategy contribute to increasing the successful participation of people from designated Equity groups in higher education? [7]

Evaluation and application (eg implementation or incorporation of findings into practice) of outcomes are included in contracts for all equity projects. Projects are not “stand alone” or “one offs” but are linked into the system in significant ways eg support by the Dean, action research methodology. Each project is worked up through a process of answering the following questions:

The University is committed to ongoing review and monitoring of mainstream processes, services and support. For the current triennium the focus of this review will be related to:

These criteria are made explicit in the funding process.

Attachment 3 – MARTIN INDICATORS: RURAL

MARTIN INDICATORS: ISOLATED

RURAL AND ISOLATED STRATEGIES AND PERFORMANCE SUMMARY

Attachment 4: Report on expenditure of 1998 HEEP grant

[1] See brief descriptions of strategies in this section and at Appendix 2.

[2] Personalised Access and Study Policy

[3] Funds have been set aside for this project and it is in the process of development.

[4] See brief descriptions of strategies in this section and at Appendix 2.

[5] See brief descriptions of strategies in this section and at Appendix 2.

[7] “Successful participation” implies access, participation, retention and success plus other descriptions which may be defined by the University . eg employment

[8] See brief descriptions of strategies in this section and at Appendix 2.