| Swinburne University of
Technology Swinburne values the contribution which Indigenous people bring to the University, and has strategies in place which address issues particularly relevant to them. The Swinburne University of Technology Strategic Plan 1996–2000 states that 'the University values diversity and implements inclusive practices in all its operations'. In addition, the Swinburne University Act 1992 states objectives which apply to Indigenous issues, including:
Strategies and Performance Currently most on-campus Indigenous students are located at the Lilydale and Prahran campuses. Some students are enrolled in the off-campus Certificate in Housing Management, and small numbers of students are studying in a range of mostly part-time courses at the Hawthorn Campus. Across the campuses, access for Indigenous students is 0.25%. Ten new students commenced in 1998. Using the Lin Martin indicators, participation is at a level of 0.74 and retention at 1.018 (maintaining a better than average result). Success is at 0.96. Swinburne at Lilydale This success rate has been achieved through a number of strategies developed at the Lilydale campus, including interviews of potential Indigenous students by the Aboriginal Liaison Officer and appropriate academics to identify student potential, and personal support from the Aboriginal Liaison Officer. These strategies will continue and be available at all campuses. Swinburne continues to consult the local community on Indigenous issues. The Australian Indigenous Consultative Assembly (AICA) at Lilydale is particularly active, meeting monthly. Members of the assembly have been involved in the selection of the first postgraduate Indigenous research students and progress of these students will be tracked. The principal of Worowa College, an Aboriginal school at Healesville, is a member of the Australian Indigenous Consultative Assembly. Swinburne runs programs at Worowa. A joint Sorry Day ceremony was organised and staff from Worowa are providing cross-cultural training to Swinburne staff. This high level of activity has an impact on the retention of Indigenous students. The small numbers make it possible for the Aboriginal Liaison Officer to make personal contact and monitor student progress. Prahran Campus The Prahran campus is undergoing refurbishment and an Indigenous Study Centre will be developed to provide an area for students to meet. It will be equipped as a study centre in consultation with students. A ‘Koorie Lounge’ has been available at Prahran for some time, but was previously shared by staff and students. A commitment has been made to a discrete space for Indigenous students and staff. Swinburne is planning to set up group tutorials for students studying at Prahran and Hawthorn, where a need is identified. This is expected to increase the success and retention of Indigenous students. Use of the study centre will be monitored and modifications made to meet student needs. An Indigenous Performing Arts Course at Prahran provides training in the skills needed to manage a small company or community theatre, including the development and staging of performances. Students from this course provide a visible presence at the Prahran campus and to the wider community through performances staged there. On 1 July 1998 Swinburne will amalgamate with Eastern TAFE. Transition arrangements have addressed Indigenous matters and agreement has been reached on undertaking joint recruitment activities. Pathways are being developed for TAFE students into Higher Education courses. Curriculum Development A project, funded through the Swinburne Quality Office, commenced in 1997, entitled ‘Indigenous Inclusion in Curriculum at Swinburne University of Technology’. Three academics, including one Indigenous academic, and the Aboriginal Liaison Officer are working on this project, with an expected completion date of October 1998. In addition, terms of reference are currently being developed for a review of all subjects, in order to develop appropriate Indigenous content. The University will be monitoring the progress of curriculum development through its performance review processes for academic areas. The University has advertised a position for an Indigenous person to manage the development of Aboriginal programs. This position will be located at the Prahran and Hawthorn campuses and will drive the curriculum review process. The incumbent will be responsible for managing the Aboriginal Tutorial Assistance Scheme (ATAS) funding and will be required to develop appropriate recruitment and retention strategies for Indigenous students. The first priority of this position will be to form an appropriate consultative committee. It is expected that this appointment will increase access at the inner urban campuses. A questionnaire has been sent to all academics and teaching staff, to assist with the review of subjects. One outcome will be the development of a bibliography of material written by Victorian Indigenous people, as a resource for curriculum development. Students in the undergraduate Human Resource Management program have appreciated sessions run in their course which address issues of 'Managing Indigenous People in the Workplace'. This contribution will be formalised as part of the curriculum review. A joint project has been entered into by Swinburne in cooperation with Royal Melbourne Institute of Technology to develop training modules for Indigenous people working in the tourism industry. The need for such a program has been identified by the community and its development supports Swinburne's commitment to identifying training gaps and developing programs in consultation with the community. The Centre for Urban Research is developing curriculum for Indigenous people which addresses their specific housing management issues. The Aboriginal Liaison Officer is contacting all Indigenous students in this course and providing them with appropriate support such as tutoring through ATAS. These strategies are increasing the recruitment and retention of Indigenous students. The Lilydale Campus is developing a funding proposal to employ two Indigenous postgraduate students to research the use of the Internet by Indigenous people. The results of this research will be used to develop appropriate programs for the provision of distance education to Indigenous people, particularly for those living in remote areas. Encouraging and Supporting Enrolments Targets for Indigenous students will be included in the review of equity group participation and the development of equity targets and plans in the Higher Education Divisions. Schools with no Indigenous students will be asked to develop specific recruitment strategies. Access will be closely monitored over the next three years. The University has developed an information booklet for Indigenous students which provides information not only about university services but also about community services. This has proved particularly useful for interstate students. It is an extension of a series of publications, including booklets for students with disabilities and those from non-English-speaking backgrounds. The Indigenous booklet was written and illustrated by Indigenous people and has been endorsed by AICA members. It will be extended to include information on Eastern TAFE programs and resources after the merger with Swinburne. Students are being informally questioned as to the usefulness of this booklet and modifications will be made in the light of feedback. The University, as part of its review of Indigenous inclusiveness, will examine the issues of appropriate representation on University committees. The Student Union already has a designated Indigenous position. Representation will be monitored and reported on. Contact Mr Barry Judd |
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