University of South Australia student equity framework
- Key Result Areas
- Equity Priorities for 2009
- Performance Indicators
- Accountability
- Related information
- End notes
The University of South Australia has a legislative responsibility through its Act of Establishment (1990) to ‘provide tertiary education programmes as the University thinks appropriate to meet the needs of Aboriginal people [and] groups within the community that are considered to have suffered disadvantages in education’.
In meeting this responsibility UniSA works within federal and state legislative frameworks such as the Disability Discrimination Act 1992 (Cth), the Racial Discrimination Act 1975 (Cth), and the Equal Opportunity Act 1984 (SA). UniSA also operates within the national framework for equity in higher education, established by the Commonwealth Government, which requires universities to report annually on the participation and performance of targeted groups of students in the higher education sector.1
The Act of Establishment is articulated through the University’s Vision, Mission and Values which provides a set of broad statements of the distinctive attributes of UniSA and highlights the value placed on social justice and a cohesive and sustainable society.
The University's Vision, Mission and values are translated into more specific direction for the medium term through the University’s Strategic Plan (PDF 415kb-opens in new window), a set of statements that describes the University’s medium term goals for each of the seven key University activities:
- Teaching and Learning
- Equity
- Indigenous Education
- Research and Research Education
- Internationalisation
- Regional, Industry and Community Engagement
- People Services, Finance and Infrastructure
Equity issues are integrated across all areas of the Strategic Plan with a specific focus under the Equity statement which affirms that ‘the University will provide higher education opportunities and support success for people who have experienced educational disadvantage’.
The Indigenous Education statement highlights the University’s commitment to Indigenous students and staff and to enhanced understanding of Indigenous perspectives across the University.
Under Regional, Industry and Community Engagement the University is working in partnership with communities and industry to foster successful educational, social and business outcomes to support community capacity building, particularly in socio-economically disadvantaged communities. The University’s Centre for Regional Engagement (CRE), with centres at Whyalla and Mt Gambier, and the UniSA Northern Adelaide Partnership (UNAP) are key components of this newly defined strategy area and have crucial roles to play in enhancing student equity.
The Strategic Plan provides a framework for equity planning across the University, informing the development of shorter-term priorities within the Corporate Plan and Division and Unit Medium Term Strategic Plans to achieve the following institution-wide key result areas and performance measures.
Key Result Areas
Effective entry pathways for designated equity groups
The University maximises the number of pathways available, including articulation and credit transfer arrangements with other providers, to enable people who have experienced educational disadvantage to participate in higher education.
Performance dimensions:
- range of pathways available and published
- number of students accessing the pathways
- number of scholarships available for students with equity characteristics
- retention and success rates of students who enter through alternative pathways
Improved educational participation and outcomes for designated equity groups
The University optimises participation, retention and success for particular equity groups and ensures that graduate employment outcomes are comparable with those for all the University’s graduates.
Performance dimensions:
- performance in relation to national equity indicators of retention and success
- Graduate Destination Survey outcomes
Embedded responsibility for equity at all levels of the University
The University’s equity mission is supported in internal management structures and processes and embedded in quality assurance and improvement through the review and planning process.
Performance dimensions:
- equity considerations incorporated in corporate planning and review processes
- equity incorporated into relevant University policies and procedures
Activities and processes inclusive of a diverse student population
The University’s services and infrastructure are responsive to the needs of its diverse student population. An inclusive approach is reflected in teaching and learning, quality assurance and improvement processes.
Performance dimensions:
- equity and diversity representation on all relevant working groups, committees and boards
- student satisfaction with University services and resources measured by the UniSA Student Experience Questionnaire
Staff committed to the University’s equity mission
The University’s recruitment and employment procedures and staff development programs support and demonstrate commitment to student equity.
Performance dimensions:
- recruitment and induction material that contains explanation of and/or reference to student equity
- staff reflecting the cultural and linguistic diversity of the community
- number of staff development programs that address equity considerations
- participation in staff development programs that build awareness of equity issues
Leadership in student equity
The University establishes a benchmark for good practice in the provision of equity services and programs in teaching and learning, research and in engaging with the community.
Performance dimensions
- percentage of Australian students with one or more equity characteristics
- performance in relation to national equity indicators
- equity and diversity highlighted as core values in all programs and activities
Equity Priorities for 2009
In keeping with the University’s preference to focus effort on a small but critical set of short term priorities the Corporate equity priorities for 2009 are:
- access and participation of rural and isolated students, including the development of strategies to address the high rate of deferral of rural and isolated school leavers
- student finances, including the impact on experiential learning and strategic targeting of equity scholarships and grants
- the development of an appropriate mental health strategy
- access and participation for people from the northern suburbs of Adelaide.
Institutional initiatives under these priorities include:
- Introduction of a five-part Rural Reconnect program to support aspiration-raising amongst rural secondary students, to assist with the transition of new rural students to UniSA, and with the financial costs of relocating from home to attend university
- development and implementation of a strategy to maintain connection to rural students who defer their first year of studies,
- Increased targeting of grants to support students undertaking practicum placements in rural areas
- Implementation of the UniSA Mental Health Strategy
- Ongoing work of the UniSA Northern Adelaide Partnership (UNAP)
- The appointment of a Northern Schools Liaison Officer to build relations between UniSA and the Northern Adelaide State Secondary Schools Alliance (NASSSA)
Divisions are expected to address these priorities through the development of their own initiatives based on their local needs.
Performance Indicators
The University has adopted a corporate performance indicator for equity which measures the proportion of Australian students enrolled at the University with one or more equity characteristics. In 2008 this indicator continued its pattern of a steady, though slow increase, with 43.5 % of our local student body identifying with at least one of the designated equity characteristics.
Table 1: Percentage of Australian Students with One or More Equity Characteristics
| 2003 | 2004 | 2005 | 2006 | 2007 | 2008 |
|---|---|---|---|---|---|
| 40.7% | 41.3% | 41.7% | 42.3% | 42.9% | 43.5% |
This performance indicator is supported by the full range of national equity performance indicators (Martin, 1994) which universities are required to report against annually, as outlined below. As well as the institutional level, UniSA monitors these indicators at the local level (Division, School and program), for research students and benchmarks with national, state-wide and ATN performance.
Table 2a: Equity Performance Indicators 2007
| Equity Group | Access % | Participation Ratio* | Retention ratio** | Success ratio** |
|---|---|---|---|---|
| Low SES | 25.5 | 0.87 | 1.02 | 0.99 |
| Regional | 13.5 | 0.57 | 1.01 | 1.02 |
| Remote | 0.9 | 0.50 | 0.92 | 0.90 |
| NESB# | 3.4 | 1.27 | 1.04 | 0.92 |
| People with Disabilities | 5.5 | 0.81 | 0.98 | 0.96 |
| Indigenous | 1.1 | NA | 0.91 | 0.81 |
Table 2b: Equity Performance Indicators 2008
| Equity Group | Access % | Participation % | Retention ratio* | Success ratio* |
|---|---|---|---|---|
| Low SES | 25.5 | 25.0 | 1.01 | 0.98 |
| Regional | 14.1 | 12.8 | 1.00 | 1.03 |
| Remote | 1.0 | 1.0 | 0.91 | 0.90 |
| NESB# | 3.6 | 3.4 | 1.05 | 0.94 |
| People with Disabilities | 5.4 | 7.2 | 0.97 | 0.94 |
| Indigenous | 1.4 | 1.4 | 0.84 | 0.83 |
*The participation ratio for 2007 relates UniSA participation to the associated proportion in the SA population and is calculated by DEEWR A ratio of 1.00 indicates participation rates equal to the population. The 2008 ratios will not be available for some time.
** The success and retention indicators measure the performance of the equity group as a ratio of the performance of the rest of the domestic student population. The success indicator measures success from the previous year.
# The DEST definition limits the NESB measure to students who have lived in Australia for less than 10 years. In 2008 11.3% of UniSA’s domestic students spoke a language other than English at home.
Universities are also required to monitor the enrolments of male and female students by field of education. At UniSA analysis indicates significant under-representation of women in the field of Engineering. Fields of education where one sex represents less than 25% of enrolments are outlined in the table below.
Table 3: Commencing students by Field of Education and Gender, 2008
| Field of Education | Females | Males | Total Commencements |
|---|---|---|---|
| Engineering | 50 (12.1%) | 365 | 415 |
| Information Technology | 40 (20.8%) | 152 | 192 |
| Education | 852 | 239 (21.9%) | 1091 |
In addition to these national indicators the performance of equity groups is monitored in relation to graduate destinations and student experience evaluations. Each division and service unit prepares an annual review report which reports against the full range of indicators. Reports are monitored by the DVC Academic, Corporate Planning Group and University Equity Working Group.
Accountability
The University’s approach to equity is one that encompasses embeddedness and accountability. This is illustrated by:
- equity being embedded at all levels in planning and review processes, quality assurance, teaching and learning and research education
- a clear and public commitment to equity as promulgated by our Act of Establishment, Vision, Mission and Values
- a congruence across the University’s equity priorities and corporate direction.
Accountability for student equity is embedded within academic divisions and support units, under the senior management responsibility of the Deputy Vice Chancellor: Academic. The Consultant Student Equity provides advice on student equity issues to the Deputy Vice Chancellor, the divisions and units and coordinates the University's planning and reporting in student equity. In each Division the Dean: Teaching and Learning is responsible for equity planning, implementation and reporting for the Division. Equity considerations are included in the terms of reference for Division Boards and for Teaching and Learning committees at the division and institutional level.
A University Equity Working Group (UEWG) is chaired by the Deputy Vice Chancellor Academic and reports to University Teaching and Learning Committee. Its terms of reference include coordinating planning and reporting for student equity, identifying annual priorities, providing a forum for discussion of student equity issues, managing the Disability Action Plan and monitoring the management of student equity at local levels in order to meet the University’s priorities. The Indigenous Education Working Group reports to UEWG.
Related Information
- Higher Education Equity Support program (DEEWR)
- Martin, L.M. 1994, Equity and General Performance Indicators in Higher Education: Volume 1 Equity Indicators, Canberra: AGPS
- UniSA Equity Statistics
End notes
1 The national higher education framework addresses the needs of targeted groups within the Australian community who have experienced educational disadvantage in the past. These groups are: Indigenous people, people from non-English Speaking backgrounds (NESB), people from low socio-economic (low SES), regional or remote backgrounds and people with a disability. The University’s Equity Strategic Plan aims to redress the inequities in education experienced by students from these groups. While many of its strategies will assist all students, it is not the purpose of this plan to address the needs of the entire student population. In particular, international students are not considered to be part of the University’s Equity mission.