| University of Western Sydney Objectives
The Indigenous Australian Education Strategic Plan
of the University of Western Sydney (UWS) which has been formulated with the Heads of the
three Aboriginal Centres addresses the following objectives:
to integrate equity planning and implementation
into the academic and management systems of the University;
to provide and maximise a learning environment
which encompasses and encourages the acceptance of cultural and social diversity;
to improve the representation of higher
education in the Indigenous Australian communities with emphasis on the Greater Western
Sydney region;
to enhance graduate outcomes in terms of
opportunity for employment, higher education, and lifelong learning in Indigenous
Australian communities; and
to nurture and enable students to achieve their
full academic and personal potential.
There are five objectives and seventeen strategies
against which the University reports its performance. This Plan has been in operation
since 1997 and is reviewed annually. Each objective is supported by a series of strategies
with an associated timeline, performance indicators, and designated responsible Centre or
persons.
The Indigenous Australian Education Strategic Plan
is available on the web site at http://www.uws.edu.au/planningunit/unidocs.htm.
Strategies and Performance
The objectives and a selection of strategies and
achievements/outcomes for 1997 are shown in the following pages. In most cases,
performance is linked to the data provided in the following tables.
Objective
1—Integration of Equity Planning
|
To integrate equity planning and
implementation into the academic and management systems of the University. |
| Strategy 1 |
Facilitate a learning environment
which maximises its impact by linking in partnership arrangements with Faculties/Academic
Units/Divisions. Offer services by UWS support units such
as: Learning Centres; Disability Units; Counselling and Health Units; Student Residences
and Child Care Centres; and Public Relations. |
| Performance Indicators |
Improved progression and completion
rates of Indigenous Australian students. |
| Achievements |
Close links have been forged between the
Aboriginal Centres and Faculties through the offering of seminars, workshops, guest
lectures, weekend residentials, and joint activities with public relations. In addition,
close relationships are being forged with other equity support Units and groups. |
| Outcomes |
A steady improvement in progress and
completion rates is occurring. The annual continuation rate still fluctuates. |
| Strategy 2 |
Review and develop UWS human resource
policies and procedures to ensure that recruitment procedures are implemented in a
culturally sensitive manner. |
| Performance Indicators |
Culturally sensitive human resource
policies and processes. |
| Achievements |
Aboriginal representation is occurring
on selection panels for identified positions. Selection
training techniques and reviews of policy are occurring. |
| Outcomes |
At this stage policies are being
reviewed and implemented. |
| Strategy 3 |
Implement an employment strategy
across UWS. |
| Performance Indicators |
Numbers and percentage of Indigenous
Australian people who are promoted, acting in higher grades, and recruited. |
| Achievements |
The employment strategy has been
extended across the University and an Aboriginal Employment and Recruitment Advisory
Committee established to oversee its implementation. |
| Outcomes |
Australians have been appointed to two
academic and three general staff positions. |
Objective 2—Learning
Environment
|
To provide and maximise a learning
environment which encompasses and encourages the acceptance of cultural and social
diversity. |
| Strategy 1 |
Provide guest lectures by Indigenous
Australians to Faculties and Academic Units. |
| Performance Indicators |
The number of lectures, seminars, or
forums offered annually. |
| Achievements |
A wide range of lectures, seminars and
forums have been offered to staff and students in all three member institutions. |
| Outcomes |
Ten lectures/seminars have been offered
primarily to students. Seven lectures/seminars have been offered to staff, greatly
increasing the demand for Aboriginal Centre resource materials. |
| Strategy 2 |
Provide cross-cultural training for
staff in relation to Indigenous Australian histories, culture and current issues. |
| Performance Indicators |
The number of lectures, seminars or
forums offered annually. |
| Achievements |
Training workshops for senior management
and staff have occurred. |
| Outcomes |
Seven sessions have been offered. |
Objective
3—Representation of higher education in the Indigenous Australian communities
|
To improve the representation of
higher education in the Indigenous Australian communities with emphasis on the Greater
Western Sydney region. |
| Strategy 3 |
Promote UWS as a major provider of
Indigenous Australian education in the region. |
| Performance Indicators |
Development of a register of promotional
material and of the organisations to which this material has been distributed, which is to
be reported on an annual basis. Increased participation rate
by Indigenous Australian students in line with performance targets. |
| Achievements |
Existing courses have been promoted and
collaborative recruitment programs between members developed. |
| Outcomes |
Intakes into the Diploma of Indigenous
Australian Community Studies have doubled. Participation rates fell to a low in 1997, but
it is hoped an increase will occur in 1998. |
Objective
4—Enhancement of graduate outcomes
|
To enhance graduate outcomes in terms
of opportunity for employment, higher education and lifelong learning. |
| Strategy 4 |
Enhance Indigenous Australian
graduate outcomes by: providing access to academic support
programs for Indigenous Australian students;
identifying students at risk and providing additional support;
interviewing students withdrawing from courses; and
examining retention, progression, and completion rates of
Indigenous Australian students. |
| Performance Indicators |
A 5% increase in the retention and
progression rates until they are the same as the average rate for the general student
population. Records of exit interviews.
Evidence of student feedback incorporated into policy and
practice.
Documentation of identification of at-risk students and remedial
action taken. |
| Achievements |
An ATAS (Aboriginal Tutorial Assistance
Scheme) coordinator has been provided and use of the scheme by students increased.
Withdrawing students are being interviewed. |
| Outcomes |
Retention rates are increasing and
beginning to approach that of the general University population. Exit interviews are being
conducted and remedial action being taken. |
Objective 5—Support
for students
|
To nurture and enable students to
achieve their full academic and personal potential. |
| Strategy 5 |
Implement ATAS program for Indigenous
Australian students. |
| Performance Indicators |
A 5% increase in the retention and
progression rates up to that of the general student population. Evidence of students accessing support programs. |
| Achievements |
An up to 90% usage of ATAS by students
is being recorded. The feasibility of extending this scheme into rural NSW is being
investigated. |
| Outcomes |
Increased program completion rates are
occurring. The initial retention rate has increased markedly and exceeds that of the
general University population. |
Monitoring
The University has reviewed retention,
progression, and attrition rates for Indigenous Australian students over the period 1992
to 1997. Because of the problems inherent in small numbers, the University restricts its
review to Bachelor’s courses. The performance for Indigenous Australian students is
summarised in the following table:
| |
Cohort Year |
| UWS—All
Students |
1992–93 |
1993–94 |
1994–95 |
1995–96 |
1996–97 |
| IRR |
0.795 |
0.767 |
0.719 |
0.756 |
0.783 |
| ACR |
0.859 |
0.855 |
0.802 |
0.857 |
0.874 |
| PCR |
0.683 |
0.656 |
0.576 |
0.647 |
0.684 |
| AR |
0.826 |
0.814 |
0.762 |
0.802 |
0.826 |
| Commencing |
3980 |
3896 |
4044 |
4798 |
5048 |
| Continuing |
4550 |
5782 |
6241 |
5884 |
6139 |
| Total Sample |
8530 |
9678 |
10285 |
10682 |
11187 |
| % |
100% |
100% |
100% |
100% |
100% |
| NB: Excludes Overseas
Fee-Paying students, those students with advanced standing of less than 25% and part-time
students |
IRR Initial Retention Rate. Year 1 ® 2
retention rate of commencing students.
ACR Annual Continuation Rate. Retention between years of continuing students.
PCR Program Completion Rate. Estimated proportion of commencers who complete an
award course.
AR Apparent Retention. This includes both commencing and continuing students.
This is benchmarked against the results
from the University of Western Sydney in the following table:
| |
Cohort Year |
| UWS—All
Students |
1992–93 |
1993–94 |
1994–95 |
1995–96 |
1996–97 |
| IRR |
0.795 |
0.767 |
0.719 |
0.756 |
0.783 |
| ACR |
0.859 |
0.855 |
0.802 |
0.857 |
0.874 |
| PCR |
0.683 |
0.656 |
0.576 |
0.647 |
0.684 |
| AR |
0.826 |
0.814 |
0.762 |
0.802 |
0.826 |
| Commencing |
3980 |
3896 |
4044 |
4798 |
5048 |
| Continuing |
4550 |
5782 |
6241 |
5884 |
6139 |
| Total Sample |
8530 |
9678 |
10285 |
10682 |
11187 |
| % |
100% |
100% |
100% |
100% |
100% |
| NB: Excludes Overseas
Fee-Paying students, those students with advanced standing of less than 25% and part-time
students |
IRR
Initial Retention Rate. Year 1 ® 2 retention rate of commencing students.
ACR Annual Continuation Rate. Retention between years of continuing students.
PCR Program Completion Rate. Estimated proportion of commencers who complete an
award course.
AR Apparent Retention. This includes both commencing and continuing students.
For Indigenous Australian
students:
the initial retention rate has steadily
increased, exceeding that of the University as a whole in 1996–97;
the annual continuation rate fluctuates
considerably over the period 1993–1997, and is below the University benchmark; and
the program completion rate has steadily
increased since 1994–95, but still lags behind that of the University as a whole.
Comparative
analysis
With respect to access, UWS was just below the
State average in 1996. However this fell suddenly in 1997. The fall was primarily due to
changes in Aboriginal support. Participation in 1996 was above the State average but fell
to just below the State average in 1997. Apparent retention rates have remained just below
the State average for both years but are around the national average.
Contact Officer
Dr Lesley Lynch
Director, Strategy and Review
Telephone: 02 9678 7841
Facsimile: 02 9678 7880
Email: l.lynch@uws.edu.au |