Annual Report on


                       02 2009 – Major Achievements
                       03 Other Achievements
                       05 Equity and Diversity Plan 2007–2009
                       13 Across UQ
                       18 Key trends – staff diversity
                       33 Key trends – student diversity
                       37 Appendix A: Excerpts from the Equity and Diversity Plan, 2007-2009
                       39 Appendix B: 2009 HEESP-funded projects

                       LIST OF TABLES
                       Table 1: Academic female earnings as percentage of academic male earnings
                       Table 2: 2009 Academic promotions by type of appointment
                       Table 3: Professional female earnings as percentage of professional male earnings
                       Table 4: Proportion of female staff on SSP, by faculty
                       Table 5: Summary of UQ student access, participation, retention and success relative to
                       state and national benchmarks, 2008

                       LIST OF FIGURES
                       Figure 1: Retention into second year as a percentage of total enrolments for all
                       domestic undergraduate students, Aboriginal and/Torres Strait Islander students and
                       students from a low SES background, 2001–2009
                       Figure 2: Number of Aboriginal and/or Torres Strait Islander Staff, 2004 – 2009
                       Figure 3: 2000-2004 PWFs recipients – Level of appointment when awarded
                       Fellowship and level of appointment in 2009 (n=23)
                       Figure 4: EO Online completions, 2003-2009
                       Figure 5: Percent Academic women by level, 2002-2009
                       Figure 6: Percent academic women by faculty and Institutes, 2002-2009
                       Figure 7: Academic staff by gender and employment type, 2004-2009
                       Figure 8: Gap between the wages of academic women and academic men, 2007-
                       Figure 9: Academic Promotions, 2005-2009
                       Figure 10: Success rates for academic men and women applying for promotion,
                       Figure 11: Percentage of grants with at least one female investigator, 2000-2009
                       Figure 12: Female investigators as a percentage of the total number of investigators,
                       Figure 13: Percent professional women by level, 2002-2009
                       Figure 14: Gap between the wages of professional women and professional men,
                       Figure 15: General staff by gender and employment type, 2004-2009
                       Figure 16: Outcomes for UQ female staff (academic and professional) after maternity
                       leave, 2005-2009
                       Figure 17: Enquiries to Discrimination and Harassment Contact Officers, 2004-2009

COVER PHOTO:           Figure 18: Student diversity – Percent of domestic students EFTSL, 2005-2009
OWeek 2009,            Figure 19: Women in Non-traditional areas – percent of domestic students EFTSL,
UQ Orientation Week    2005-2009
Market Day, Students
at the student clubs
registration and
information stalls

During 2009 a number of key changes         • that 20% of overall higher education       higher education as the post-school
took place in regard to the equity            enrolments be from low SES                 alternative, but rather to ensure that
and diversity landscape within which          backgrounds by 2020.                       everyone with academic potential
The University operates. These were                                                      considers higher education as a viable
                                            The implications for UQ include the
instigated by policy changes at the                                                      post-school option, among others.
                                            need to encourage people who have
national level which saw increased                                                       The underpinning success factor
                                            traditionally not thought about university
pressure upon the higher education                                                       in aspiration-building outreach is
                                            study as an option, to do so in order to
sector from the federal government to                                                    collaboration at many different levels;
                                            build the potential student base. UQ has
increase access for people from low                                                      within universities, between universities
                                            been actively engaged in this outreach
socio-economic (SES) backgrounds                                                         and between universities and other
                                            at an individual school level and via the
and Aboriginal and Torres Strait Islander                                                sectors.
                                            UQ Boilerhouse for a number of years.
                                            There is room nonetheless for this           Diversity Week, with the theme, Walking
The 2009/2010 Federal Budget gave this      aspiration building work to be expanded      in Others’ Shoes drew attention to
national Social Inclusion Agenda impetus    and improved. Opening access to higher       the ways in which we are all different
through identifying specific national       education is not something that can be       from each other, and also highlighted
targets and providing the budgetary         undertaken by universities alone. New        similarities. We were reminded during
measures to institutions to address         forms of partnerships that are based         Diversity Week that many of us travel a
these: namely,                              upon mutual respect and reciprocity will     similar path in life. I would like commend
                                            need to be developed.                        the winners of the Vice-Chancellors
• that the proportion of people aged
                                                                                         Equity and Diversity Awards, and the
  25-34 years holding bachelor’s            In disadvantaged and Indigenous
                                                                                         work of these individuals in creating a
  degrees or higher to be 40% by 2025,      Australian communities, many of
                                                                                         more just and equitable world.
  and                                       which have been disengaged from
                                            or disenchanted by education, this           Finally, I would like to take this
                                            aspiration-building outreach is at the       opportunity to note the support that
                                            heart of making any real inroads on          has been given to equity and diversity
                                            improving access and in meeting the          issues from the entire UQ community.
                                            government’s targets. The aim of any         Staff and students have generously given
                                            such outreach work is not to position        their time, ideas, energy and resources
                                                                                         to ensure that UQ continues to be a
                                                                                         diverse, tolerant and accepting place of
                                                                                         work and study.

                                                                                         Professor Michael Keniger
                                                                                         Senior Deputy Vice-Chancellor

                                                                      “ Staff and students have generously
                                                                      given their time, ideas, energy
                                                                      and resources to ensure that UQ
                                                                      continues to be a diverse, tolerant and
                                                                      accepting place of work and study                      ”

                                          THE UNIVERSITY OF                              IMPLEMENTATION OF THE
                                          QUEENSLAND EQUITY AND                          REVIEW OF THE EQUITY
                                          DIVERSITY PLAN                                 OFFICE
                                          As part of embedding equity and                During 2009 a Taskforce chaired by
                                          diversity within daily practice the UQ         the Senior Deputy Vice-Chancellor
                                          Equity and Diversity Plan was reviewed         met to consider implementation of
                                          and brought into line with the UQ              recommendations contained in the
                                          Strategic Plan as a ‘rolling’ 5 year plan.     review report of The Equity Office.
                                          The following aspirational statement,          Members of the Taskforce agreed that
                                          from the UQ Equity & Diversity Plan            fundamental to achieving the intent of the
                                          2010-2015, summarises what the                 Review recommendations was the need
                                          University is aiming to achieve in terms of    to embed equity and diversity within daily
                                          equity and diversity.                          practice across the University, moving
                                                                                         away from the tacit assumption that
                                          UQ contributes to an equitable                 this was primarily the role of The Equity
                                          and diverse higher education                   Office. In doing so, this would enable The
                                          sector in Australia, and more                  Equity Office to better focus on providing
                                          generally, to a more equitable,                strategic advice to senior staff, in addition
                                                                                         to continuing its role in monitoring and
                                          culturally aware society
                                                                                         reporting on University performance.
                                          This vision will be enacted through            The Taskforce deliberations were also
                                          implementation of six priority goals, each     informed by the recommendations of the
                                          of which has a strong action orientation:      federal governments’ review of Higher
                                          1 Promote tertiary education aspirations       Education, the ‘Bradley Review’, and the
                                            of people from low SES and Aboriginal        budgetary measures adopted to facilitate
                                            and Torres Strait Islander backgrounds       these. The Deputy Vice-Chancellor
  Student Ambassador Ms Tracey Tjahjadi     in schools, communities and the VET          (Academic), the Director Recruitment
                                            sector.                                      and Scholarships and the Director, The
                                                                                         Equity Office gave a presentation at the
                                          2 Provide and widely promote multiple
                                                                                         Vice-Chancellor’s Management Issues for
                                            pathways to facilitate the entry of
UQ contributes to an                        prospective students from equity and
                                                                                         Senior Staff retreat which elaborated the
                                                                                         anticipated implications for the University
                                            diversity groups.
                                                                                         and foreshadowed its response to these
equitable and diverse                     3 Focus on the quality of the first year       issues.
                                            experience of students from target
higher education sector                     groups to ensure retention.

in Australia, and more                    4 Recruit staff with diversity
                                            competencies which reflect the diverse
generally, to a more                        nature of the community.

                                          5 Build the diversity competencies of
equitable, culturally                       staff across the University.

                                          6 Set the equity and diversity KPIs at the
aware society                               university, faculty and school levels for
                                            staff and students.

  2                                                                                  ANNUAL REPORT ON EQUITY AND DIVERSITY 2009

INTERNATIONAL EQUITY                         Stage 3 of the Project focused on the
BENCHMARKING PROJECT                         promotion of women, and student
                                             attrition. This stage went over a two
The UQ Equity Office continued to            year period commencing in late 2007.
coordinate and lead the international        Therefore, data utilised during this stage
Equity Benchmarking Project, which           was from 2007. Some key findings were:
has now been running for six years.
The Project involves selected university     • a global compression of female staff
partners from within Australia and             into lower salary/classification levels
overseas, with representatives from            and an over-representation of male
Universitas 21, the Go8, and ATN: The          staff at the higher levels for both
University of Auckland, New Zealand;           academic and professional staff. As
The University of British Columbia,            a whole, the under-representation of
Vancouver, Canada; The University              females in higher-paid roles decreased
of Nottingham, United Kingdom;                 between 2003 and 2007; however, the
and from Australia, The University of          gap between males and females was
Melbourne, Melbourne; The University of        still substantial.
Queensland, Brisbane; The Queensland         • Promotion applications and success
University of Technology, Brisbane; and        rates by gender show that for C-D level
The University of Western Australia,           promotions the data did not follow the
Perth. Universitas 21 is interested in         anticipated pattern of lower female
expanding the program and strategies as        application rates and higher success
to how this might be achieved are under        rates. High application and success
consideration.                                 rates were not uncommon. However,
The Project’s underlying framework has         at D-E promotions women typically
been for a collaborative approach and an       had lower rates of application and a
integrated, long term process allowing for     higher rate of success than their male
the development and trial of strategies.       counterparts.
With a focus on Action Learning data
                                             • Student attrition was an area where
is not the primary outcome, but a basis
                                               differences in methodologies and           Previous Bachelor of Architecture student
for dialogue. This Action Learning
                                               measurement systems came into              Mr Andrew Vikstrom
framework has enabled a rare openness
                                               sharp relief. As expected, there was a
of information sharing.
                                               huge variation in both retention rates
                                               and strategies and there were no clear
                                               trends over time. What was clear was       The project’s underlying
                                               that strategies to address attrition
                                               have a measurable effect on reducing       framework has been
                                               student attrition.

                                             Project reports are available
                                                                                          for a collaborative
                                             from The Equity Office and U21
                                             websites (www.uq.edu.au/equity
                                                                                          approach and an
                                             and www.universitas21.com/
                                                                                          integrated, long term
                                                                                          process allowing for the
                                                                                          development and trial
                                                                                          of strategies

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                      3
Other achievements

REPORT AGAINST THE                            Student Goals                                 Procedural guidelines which have been
DISABILITY ACTION PLAN,                                                                     developed for implementing Student
                                              Students with a disability are provided
                                                                                            Access Plans were reviewed in 2009,
2007-2009                                     with information about a range of
                                                                                            resulting in a substantial difference to
                                              services through the University’s
Responsibility for implementing the                                                         the way in which these Plans operate.
                                              prospectuses. Enrolment information on
Disability Action Plan (DAP) is distributed                                                 This difference was the direct result of
                                              the University’s website also promotes
across the University. UQ successfully                                                      the development of an online system for
                                              the services and adjustments available
implemented the majority of the actions                                                     processing the Plans. This has increased
                                              for students with a disability. In order to
contained in the DAP. Individual areas                                                      processing speed, confidentiality around
                                              ensure that University publications and
reported as detailed.                                                                       sensitive issues and has more effectively
                                              web based information are accessible,
                                                                                            engaged the academic community in
                                              work is being undertaken by SASD to
University Community Goals                    investigate whether the University’s online
                                                                                            contributing to learning for students with
The Human Resources Division                                                                a disability.
                                              forms may be converted to a format
ensured that information about The            that will allow them to be completed in
University Disability Policy was provided     electronic format                             Staff Goals
to all students and staff via the HUPP                                                      A number of organisational units
                                              All Electronic Course Profiles now state,
(Policy 1.70.8) and The Student Charter                                                     reported responding to the needs of
                                              “any student with a disability who may
(HUPP 3.40.1).                                                                              staff with a disability on request. For
                                              require alternative academic arrangement
The Student and Administrative                in the course is encouraged to seek           example, as previously noted, the
Services Division (SASD) provided             advice at the commencement of the             Library has provided sign language
training on issues related to staff           semester from a Disability Adviser            training to staff working with a hearing
and students with a disability for            at Student Services”. For programs            impaired staff member. The Diamantina
Administration Managers and Student           leading to professional registration,         Institute modified workplaces to allow
Administration Teams in conjunction with      program and course profiles contain           wheelchairs into office areas, redesigned
Orientation workshops, consultations          the additional statement: “While it is the    laboratory work benches and purchased
and online materials.                         responsibility of the relevant faculty to     specialised chairs and desks for staff
Materials for students with a print           liaise with professional and registration     with specific physical needs. Likewise
disability are provided in accessible         bodies regarding the acceptability of any     the Sustainable Minerals Institute
formats as a matter of course.                adjustment to an academic program, the        indicated a range of activities undertaken
                                              University Health Service can arrange         to promote the University’s equity
All 14 Library branches handle the
                                              appropriate advice and assistance on          and diversity goals. These included
special needs of students with disabilities
                                              personal and public health issues”.           conducting an annual building review for
on a day-to-day basis. Each branch
                                              Information on the ability of the UQ          disability access and work environment
library has a designated staff member
                                              Health Service to provide advice on           issues and improvements to the equity
to assist students. The Library provides
                                              adjustments was included for the first        related information available on the SMI
students with disabilities with access
                                              time in all profiles from summer semester     website. However, the issue of how best
to computing facilities and software
                                              2009.                                         to fund and manage accommodations
that assist in making resources more
                                                                                            for staff with a disability has still not been
accessible. In 2009 the Library provided      In 2009, the Graduate School initiated
                                                                                            adequately addressed.
information to students about the             dialogue with Student Services to
increased accessibility of eBook Library      offer additional workshops in the 2010
titles. The Library Disability Action Plan    Graduate Student Week programs.
Working Party changed its name to the
Library Accessibility Working Party in
2009. For the first time The Library also
ran “sign training” for staff working with
a hearing impaired staff member and
provided work experience for four people
from disability placement agencies.

  4                                                                                    ANNUAL REPORT ON EQUITY AND DIVERSITY 2009

The following provides a report of progress against
The University of Queensland Equity and Diversity Plan,
2007-2009 (reference Appendix A).

STRATEGIC PRIORITY 1                           • The School of Political Science and
                                                 International Studies has appointed
Improve the recruitment
                                                 a half time student mentor to target
of students from low SES                         student attrition. The school targets
backgrounds and Indigenous                       students’ who have missed at least
Australian students                              three tutorials, failed to submit or failed
                                                 an assessment. These students are
Schools across the University undertake          sent an email reminding them of the
a wide range of initiatives to recruit           assistance and support mechanisms
and support students from low SES                available.
backgrounds and Indigenous Australian
Students.                                      • The School of Psychology has been
                                                 working throughout 2009 to embed
• The School of Economics                        Aboriginal and Torres Strait knowledge
  undertakes targeted marketing to low           into their curriculum. This was the first
  SES groups. In conjunction with the            school within the University to develop
  Queensland Economics Teacher’s                 a Reconciliation Action Plan. The
  Association, the School hosted                 school also runs an annual Indigenous
  approximately 600 students from 32             Mental Health and Wellbeing Day in
  high schools from the greater Brisbane         conjunction with the Aboriginal and
  region, including a number from low            Torres Strait Islander Studies Unit.
  SES catchment areas. The aim of this                                                         Aboriginal and Torres Strait Islander Employment
  “Schools’ Day” was to provide high           • The School of Social Work and                 Coordinator Ms Tracey Pickwick
  school students with the opportunity           Human Services targets course
  to sample university life and to gain          advertising in publications such as
  a better understanding of how                  Koori Mail, highlighting opportunities
  economics informs many decisions               for Aboriginal and Torres Strait Islander
  in daily life. The School also offers a        students. The school also provides a            first years of the Electrical Engineering
  scholarship each year to an Aboriginal         scholarship to an Aboriginal and/or             program. The School has also
  and/or Torres Strait Islander student          Torres Strait Islander student. In 2009,        developed a draft Memorandum
  undertaking a Bachelor of Economics.           this scholarship was awarded to an              of Understanding with Southbank
  Although the School worked closely             Aboriginal and Torres Strait Islander           Institute of Technology (TAFE) to
  with UQ Student Recruitment to                 Research Higher Degree student. A               provide an alternative entry pathway.
  promote this scholarship in schools            student mentor was appointed in 2009            This Memorandum, enabling the
  with a known Aboriginal and/or Torres          to work with international students and         delivery of sequential dual award
  Strait Islander student population,            students experiencing financial stress,         programs, allows for the progression
  there have been no applicants to date.         often those from lower socio-economic           of students to the UQ Bachelor of
                                                 backgrounds.                                    Information Technology degree from
• The School of Journalism and
                                               • The School of Information                       two separate TAFE programs. It
  Communication has developed an
                                                 Technology and Electrical                       is hoped that this alternative entry
  induction interview process to identity
                                                 Engineering provides the John                   pathway will also assist in encouraging
  students who are the first in their family
                                                 Fox Memorial Bursary for orphaned               students from non-traditional and low
  to enter tertiary study. All incoming
                                                 or fatherless Australian born male              SES backgrounds to come to UQ.
  students are interviewed one-on-one
  by the Program Director.                       students who have completed the                  SEE FIGURE 1 ON THE FOLLOWING PAGE.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                               5
Equity and Diversity Plan

Recruitment                                    coordinated or supported the following       Moreton, Toowoomba and Darling
                                               activities in 2009:                          Downs regions. UQ Young Achievers
As well as its regular school visits,
                                               • TAFE and other alternative entry           are selected by their school principals
staff from the Office of Prospective
                                                 expos;                                     based on academic ability, financial
Students and Scholarships attended
                                               • on-campus activities for students from     disadvantage, isolated location, and/or
all major tertiary and careers expos in
                                                 a range of rural and regional areas; and   being the first in their family to potentially
Queensland and a number of regional
                                               • bursaries for identified students from     attend university. Fourteen Aboriginal
markets throughout Queensland and
                                                 low SES backgrounds to attend the          and/or Torres Strait Islander students
northern New South Wales. Information
                                                 Young Scholars Residential Camp at         are included in the first cohort of 85
relating to special entry pathways for
                                                 UQ’s St Lucia campus.                      Young Achievers all of whom will receive
financially disadvantaged students,
                                                                                            mentoring support from current UQ
support services and equity scholarships       In 2009 the Office of Prospective
                                                                                            students and graduates, financial support
is regularly disseminated at these events,     Students and Scholarships launched the
                                                                                            in the way of scholarships, as well as
raising awareness of the assistance that       UQ Young Achievers program, made
                                                                                            academic planning and career advice as
UQ provides prospective students to            possible by a generous donation from
                                                                                            they complete their senior studies. All UQ
achieve their tertiary study ambitions.        the Brice family. The program, which is
                                                                                            Young Achievers who complete Year 12
With the aim of promoting opportunities        jointly funded by UQ, aims to support
                                                                                            will be guaranteed a place at UQ (if they
for students from educationally                the tertiary aspirations of educationally
                                                                                            meet the entry requirements) and will
disadvantaged backgrounds, the                 disadvantaged Year 11 and 12 students
                                                                                            receive a scholarship valued at $6,000 a
Schools Engagement Team also                   from state schools in the Ipswich,
                                                                                            year for four years.


                     Low SES Students                      All Domestic UG                      Indigenous


                 81.6%                                                                                      81.4%
                  80.5%                                                                                     77.7%



                  2001       2002       2003      2004        2005      2006      2007      2008       2009

Source: Business Management Information Systems

  6                                                                                    ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
OUTREACH and COMMUNITY                         Aboriginal and Torres Strait Islander         Student Services, Student Equity
ENGAGEMENT                                     Studies Unit                                  Unit
                                               The University’s Aboriginal and Torres        In 2009, Student Equity conducted three
UQ BoilerHouse
                                               Strait Islander Studies Unit undertook        targeted outreach programs;
The UQ Boilerhouse was developed in            a range of outreach activities and            1 Tertiary Awareness and Transition
1999 to provide a link between the then        programs, some of which were                     Program;
new UQ Ipswich campus and the local            supported by HEESP funding. In October        2 PolyVISION; and
community. This mission has evolved            the Unit facilitated a two-day motivational   3 on-campus experience for primary
over the years and can now best be             and self esteem building camp at the             schools located in low socio-economic
described as facilitating collaborative        Gatton Campus for Year 10 and 11                 districts.
community-based projects founded on            students from Ipswich and Lockyer
a model of community-capacity building.                                                      These programs are designed to raise
                                               Valley schools. The aim of this camp was
In 2009, the Boilerhouse was funded                                                          awareness of and encourage aspirations
                                               to encourage high school students to
to map UQ outreach and recruitment                                                           toward higher education among students
                                               continue with post school education and
activities directed towards people from                                                      from low socio-economic backgrounds,
                                               to consider University study as an option
low socio-economic backgrounds and                                                           rural and remote students, students
                                               for the future.
to review models of leading practice in                                                      from diverse cultural backgrounds and
this area. This project was intended to        Additional outreach activities undertaken     those who are the first in their family to
inform the University’s response to the        included:                                     attend university. Programs aim to break
Governments Social Inclusion Agenda            • information stalls at Indigenous Job        down career stereotypes, introduce
and its enrolment targets. The project           Markets and visits to remote schools        students to role models from similar
established that while a range of activities     (e.g., Mt Isa, Cairns, Cunnamulla),         backgrounds who have succeeded in
and initiatives were undertaken across           attending NAIDOC Week activities and        tertiary education and debunk myths
UQ, there was a lack of clarity about            Bremer TAFE Careers Day,                    surrounding higher education.
what compromises good practice.                • facilitating school and community visits    The Tertiary Awareness and
A perception exists that engaging in             to Ipswich and Gatton campuses by           Transition Program (TATP) was
effective outreach and recruitment is            high school students                        conducted with students from Years
restricted by a lack of resources and by a                                                   10–12 recruited from The Smith
lack of clear direction from the University.   • attending Year 12 information sessions
                                                                                             Families Learning for Life program and
The establishment of a Student Equity            to ensure potential UQ students
                                                                                             PolyVISION students. TATP provides
Working Party by the Deputy Vice-                from an Aboriginal and Torres Strait
                                                                                             high school students with academic
Chancellor (Academic) will assist in             backgrounds are made aware of the
                                                                                             and study skills that will immediately
addressing this issue.                           support services on offer by UQ and
                                                                                             assist them at school. It also highlights
                                                 the Aboriginal and Torres Strait Islander
During 2009, the Boilerhouse also                                                            that people from “all walks of life” are
                                                 Studies Unit,
worked closely with local community                                                          successful in tertiary education. In 2010,
groups such as U3A, Lead-On, Lifeline          • establishing relationships with primary     this program will be expanded to Years
and Volunteering Ipswich on a number             schools. In 2009, one primary school        8–12.
of community based projects. The                 had their Year 7 students travel to UQ.
                                                                                             PolyVISION consists of a number of
Office for Women provided funding for            As well as being able see a university
                                                                                             different activities engaging different
a ‘Financial Literacy for Young Women’           firsthand, the students received
                                                                                             year groups. In 2009, PolyVISION
program, directed towards girls in Years         information on what they need to study
                                                                                             provided 60 Year 11 Pasifika high school
11 and 12 from Ipswich high schools.             in high school if they wish to become
                                                                                             students with an understanding of the
The 360 Degrees program, funded                  a university student. This on-campus
                                                                                             opportunities and pathways to higher
by the Department of Communities,                visit has now become an annual event.
                                                                                             education. In 2010, PolyVISION will be
continued to attract local school students
                                               “Indigenous Orientation” is held in the       conducted with students in Year 10.
in Grades 8-10 to the Boilerhouse for
                                               week prior to UQ Orientation Week.
after school programs such as screen                                                         A homework centre program for Years
                                               Indigenous Australian students attend
printing, cartooning, digital photography                                                    8–12 was initiated in the latter part of the
                                               sessions on academic expectations,
and fitness.                                                                                 year. Paskifika students in Years 8–10
                                               assignment writing and exam
                                                                                             at Redbank Plains State High School
                                               techniques, referencing, plagiarism and
                                                                                             were the first to attend. At the homework
                                               time management.
                                                                                             centre tertiary mentors assist the high
                                                                                             school students and act as role models
                                                                                             to motivate students to strive to reach
                                                                                             their academic potential.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                           7
Equity and Diversity Plan

State primary schools from rural and          of this review was that some JSAPP         With generous support from the Brice
metropolitan districts attended on-           sessions were more appropriate             family, 100 Wotif scholarships, valued
campus experiences where students             for International students than            at $24,000 over four years, were made
participated in hands on activities           domestic students. This problem was        available for award to disadvantaged
introducing them to university and career     addressed by having some sessions          students planning to commence studies
opportunities.                                run concurrently. The review also led      at UQ in 2010. These scholarships are a
                                              to the further development of JSAPP        once-only offering, and will be awarded
UQ Student Equity collaborates with
                                              and from 2010 this program will be         to students who meet at least two or
Griffith University and CQUniversity.
                                              conducted on the Gatton campus             more of the following equity criteria:
Throughout the year, Student Equity staff
                                              for all students, the majority of which    Indigenous Australians, long term
also attended numerous community and
                                              can identify with an equity category.      financial hardship, disability or long term
school events including those conducted
                                              In 2009, JSAPP also focused on             medical condition, those studying in rural
                                              assisting mature age students to           or remote locations and/or difficult family
• Worklinks
                                              establish study groups and peer            circumstances.
• Brisbane Youth Detention Centre
                                              support networks by facilitating a
• Spiritus                                                                               Other equity scholarships were also
                                              social event during the year.
• Multilink                                                                              available to undergraduate students
                                            – On Track: a program to identify
• Ipswich City Council                                                                   across a range of disciplines. These
                                              students from an equity background
• Woodcrest College and                                                                  included the Warren Braxton Bannister
                                              who may be at risk of failing. A pilot
• The Smith Family.                                                                      Bursaries for students studying the
                                              was conducted in 2009 in which
                                                                                         social sciences or economics valued at
Student Equity Officers have also             Jumpstart participants who were
                                                                                         $3,000 each. The Walter and Eliza Hall
contributed to various community              identified as at risk were contacted by
                                                                                         Trust scholarships provided $6,000
events, including;                            qualified staff who then worked with
                                                                                         scholarships to students in nursing
• Pasifika Ignite, a forum that examines      the student to identify causes behind
                                                                                         and social work, while the UQ Gatton
  issues for young Pasifika people;           their poor performance. Together
                                                                                         Past Students’ Association funded
• Vaka Pasifika a cultural festival aimed     they developed strategies to build
                                                                                         a $5,000 scholarship for a financially
  at developing positive relations within     behaviours that will assist the students
                                                                                         disadvantaged student studying at
  the Pacific Islands’ community;             in managing issues before they reach
                                                                                         the Gatton campus. The Faculty of
• Spark it Up a mentoring program in          crisis level. Of the 300 Jumpstart
                                                                                         Engineering, Architecture and Information
  Logan; and                                  participants only 11 were identified as
                                                                                         Technology also provided four Leo
• the Post Schools Options Expo for           at risk.
                                                                                         Howard Memorial Bursaries valued
  students with a disability.
                                                                                         at a total of $5,250. These scholarships,
                                            Institutional Equity
Student Equity works with staff from                                                     available upon the successful completion
other areas of Student Services and
                                                                                         of the first two semesters of the Bachelor
Schools across the University to provide    Undergraduate students experiencing          of Engineering degree, consider financial
better transition programs for students     financial hardship were able to apply        need and whether an applicant is first in
from equity groups. In 2009 these           for a range of UQ equity scholarships        family to attend university.
programs were;                              in 2009. Centrally-funded UQ-Link
                                            Scholarships, valued at $6,000 for the       A number of scholarships for Indigenous
– BOOST: a program developed to
                                            first year of study, provided assistance     students were also awarded in 2009.
   assist rural and remote students new
                                            to 30 Year 12 school leavers who             These included the Claud and Kate
   to UQ.
                                            commenced their university studies. The      Delpratt Memorial Scholarship
– Jump Start Academic Preparation
                                            UQ-Link Scholarship program has since        and Siggins Miller Scholarship for
   Program (JSAPP) and Transition
                                            been strengthened to not only increase       Indigenous students enrolling into the
   and Technology Program:
                                            the number of scholarships available         Bachelor of Medicine and Bachelor
   assists students from educationally
                                            to 60 (valued at $12,000 over four           of Surgery (MBBS) program. The
   disadvantaged backgrounds in their
                                            years) but to also provide $500 start-       RN Hammon and E.O.H. Handy
   First Year Experience by developing
                                            up bursaries to all approved UQ-Link         scholarships also provided financial
   their academic and study skills
                                            students enrolling in courses at UQ in       assistance to Indigenous students across
   preparation. The JSAPP program
                                            2010.                                        a range of disciplines.
   underwent an extensive review in the
   beginning of 2009. One of the findings

  8                                                                                  ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
STRATEGIC PRIORITY 2                                 The University has set an aspirational              there appears to be a substantial under-
Increase the number of                               target of 2.8% of University staff across           reporting of the proportion of Indigenous
                                                     both academic and professional                      Australian staff at UQ.
Indigenous Australian staff
                                                     positions identifying as an Aboriginal and/
in academic and general                              or Torres Strait Islander person by 2011.
                                                                                                         The official data (available via
positions                                                                                                BusinessObjects) indicate that there has
                                                     Early signs are that the Strategy is having         been a slight increase in the number
The University of Queensland is striving             a positive outcome recruiting Aboriginal            of professional staff identifying as an
to increase the number of staff that                 and Torres Strait Islander staff. Since             Aboriginal and/or Torres Strait Islander
identify as Aboriginal and/or Torres Strait          the implementation of this program 20               person. This small but important
Islander. This goal was crystallised in              new Aboriginal and Torres Strait Islander           gain may in part be attributed to the
2009, with the implementation of an                  community members have gained                       appointment of an Aboriginal and Torres
Aboriginal and Torres Strait Islander                employment and/or secondments in                    Strait Islander Employment Coordinator.
Employment Strategy. The two primary                 general and professional positions.
objectives of this Strategy are:                                                                         The number of academic staff identifying
• to increase the recruitment of Aboriginal          Although the Aboriginal and Torres                  as an Aboriginal and/or Torres Strait
   and Torres Strait Islander staff; and             Strait Islander Employment Strategy has             Islander person has remained constant –
                                                     increased the number of Indigenous                  and it must be said, abysmal.
• to develop and retain Aboriginal and               Australian staff at UQ, due to previous
  Torres Strait Islander staff through a                                                                     SEE FIGURE 2 BELOW.
                                                     discrepancies not all of this data has
  number of initiatives designed within              been sufficiently documented. Therefore
  the workplace


                                                       General                        Academic



             20     21




                         2004              2005                 2006                 2007                2008                 2009

 Source: Business Objects Official Staff Universes
    These official figures do not include staff who do not identify their Indigenous Australian status on employment forms. However, unofficially a
    greater number of individuals do disclose their Aboriginal and/or Torres Strait Islander identity to the coordinator of the Aboriginal and Torres
    Strait Islander Employment Strategy. This results in a significant under reporting of the proportion of Indigenous Australian staff.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                                             9
Equity and Diversity Plan

STRATEGIC PRIORITY 3                              New Horizons                              Promoting Women
Increase the number of female                     New Horizons is a comprehensive career    Fellowships (PWFs)
staff in senior levels                            advancement program for female staff at
                                                                                            Current Recipients
                                                  HEW Levels 1–7. This program has been
Throughout 2009, UQ continued to                                                            Promoting Women Fellowships
                                                  running at UQ for well over 10 years.
facilitate a number of strategies to                                                        strengthen the research profile and/or
                                                  More than 300 female staff members
increase the numbers of women at senior                                                     leadership potential of academic women,
                                                  have successfully completed this
levels and undertook the development                                                        especially those who have had career
                                                  program of 6 workshops scheduled over
of a women and leadership program to                                                        interruptions or impediments due to
                                                  6 months. Evaluations of this program
further address this.                                                                       equity-related circumstances.
                                                  continue to be overwhelmingly positive.
                                                  The vast majority of participants enrol   Five Promoting Women Fellowships
                                                  because the program has had positive      valued at $15,000 each were awarded
                                                  recommendations from friends and          to female academic staff in 2009. The
                                                  colleagues.                               amount awarded for each Fellowship
                                                                                            is set to enable the majority of the
                                                                                            recipients’ teaching and administrative
                                                                                            load to be replaced. These Fellowships
                                                                                            aim to increase the number of women
                                                                                            in senior academic positions. Funded
                                                                                            through the University Staff Development
                                                                                            Committee, PWFs are awarded to
                                                                                            academic women at Levels B–D who
                                                                                            have been employed by the University for
                                                                                            at least three years.
AWARDED FELLOWSHIP AND LEVEL OF APPOINTMENT IN 2009 (N=23).                                 Three of the five 2009 Fellows indicated
                                                                                            that with the release from teaching and
                                                                                            administrative duties that the Fellowship
                                                                                            provided they were now a position to
                   2000–2004 PWF recipients             Academic level in 2009              apply for a promotion in 2010. Recipients
                                                                                            reported that the Fellowship provided
      16                                                                                    them with the opportunity to write a
                                                                                            number of journal articles, books and/or
      14                                     15                                             book chapters on research that they had
                                                                                            already undertaken but were struggling
      12                                                                                    to successfully publish. One recipient
                                                                                            reported that the Fellowship allowed her
      10                                           11                                       to initiate and undertake a small research
                                                                                            project which became the springboard
       8                                                           9                        for wider collaborations and further
                               6                                                            Each of the recipients indicated that the
                                                                                            Fellowship was timely in providing them
                                                                                            with the opportunity to undertake the
       2                                                                                    work required to enable them to apply for
                                                                              2             a promotion.
               1     0              1                         1           0
              Level A          Level B        Level C         Level D     Level E

*PWFs have previously been awarded to female academic staff at Level A.
Source: The Equity Office and Business Objects Official Staff Universes

 10                                                                                     ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Past Recipients                                A Career Progression Program                The UQ Career Progression Program
Between 2000 and 2004 PWFs were                for Women                                   for Women was consequently
awarded to 29 female academic staff at                                                     developed to address the needs of
                                               Following a recommendation from a
Levels A–D. Of these 29 recipients, 23                                                     academic women. This consists of three
                                               review of the Equity Office, in 2009 a
are still employed at UQ and it is these                                                   condensed modules (one 3-day core
                                               steering committee was established to
academic staff that are represented.                                                       module and two 2-day modules) to be
                                               guide the development of a leadership
                                                                                           implemented over a 16 month period.
   SEE FIGURE 3 ON THE PREVIOUS PAGE.          program for women and a project
                                               officer was appointed to undertake the      The pilot program will commence in
• 69.6% of 2000-2004 PWF recipients            necessary consultation and program          2010 with the first intake restricted
  had been promoted by 2009, with two          construction.                               to a selected group of 30 academic
  of the recipients being promoted twice.                                                  women at Level C. It is envisaged
                                               In order to ensure the program was
• There was only one recipient employed                                                    that subsequent instalments of the
                                               tailored to the specific needs of the
  at Level D between 2000-2004. By                                                         program will be made available to
                                               University, the project officer undertook
  2009, nine former recipients were                                                        both professional staff and women at
                                               extensive consultation with University
  employed at the Associate Professor                                                      academic Levels B and D.
                                               academic staff, both women and
  level.                                       men. Staff input and discussion was
• Two Fellows have been promoted               specifically sought in areas relating to:   Fellowships and Scholarships
  to Professor since receiving their           • systemic and structural barriers for      UQ Return to Research Scholarships
  Fellowship.                                     women in achieving promotion and/or      (valued at $20,007 per annum) are
                                                  appointment to senior positions;         awarded to women re-entering an
Of the six Fellowship recipients who have      • factors contributing to the               academic or research career. There were
since left UQ, two were promoted prior            attractiveness of senior academic        no UQ Return to Research Scholarships
to leaving, two left to take-up higher            appointments; and                        awarded in 2009. This is the second
positions in a different institution and two   • preferences for program design,           year in which no scholarships have been
left to accept new appointments at the            delivery and content.                    awarded. The Graduate School has
same level.                                                                                indicated that it is currently re-developing
                                               Over a three month period 46 academic
                                                                                           the existing scholarship scheme and
                                               women (predominately at Level C)
                                                                                           intends to vigorously promote the
                                               participated in focus groups and 25
                                                                                           scheme within the UQ community in
                                               individuals participated in one-on-one
                                                                                           UQ Postdoctoral Research
                                               Critical issues highlighted during the
                                                                                           Fellowships for Women are awarded
                                               research process, included:
                                                                                           to women whose academic careers
                                               • a general lack of understanding
                                                                                           have been interrupted, delayed or
                                                 and negative perceptions amongst
                                                                                           otherwise constrained by family or
                                                 the female participants about the
                                                                                           other responsibilities. Each year,
                                                 academic promotion process;
                                                                                           one full-time and two half-time UQ
                                               • a perceived lack of female role models    Postdoctoral Research Fellowships for
                                                 and mentors; and                          Women are awarded for a three year
                                                                                           period. Depending on the applicants’
                                               • difficulty associated with balancing
                                                                                           qualifications and experiences these
                                                 multiple roles within the workplace and
                                                                                           scholarships are valued at between
                                                 competing demands.
                                                                                           $61,711 – $68,768 per annum.
                                               Consultations with female academics         Recipients also receive a maintenance
                                               also highlighted a strong perceived need    allowance of $10,000 in the first year and
                                               for such a program and high levels of       $5,000 each year for the remaining two
                                               support for the initiative.                 years.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                       11
Equity and Diversity Plan

Senior Women Seminar Series                         In 2009, the Senior Women Seminar
and Professorial Women’s                            Series and Professorial Women’s
                                                    Network featured Professor Sharon Bell,
                                                    Senior Program Developer and Honorary
The Senior Women Seminar Series                     Fellow of the LH Martin Institute,
provides an opportunity for a senior                University of Melbourne. Professor Bell
professional woman to share her work                spoke at the Senior Women Seminar
and life experiences with approximately             Series about the events and choices
60 female staff and invited senior male             that had influenced her career and at the
staff. The Professorial Women’s Network             Professorial Women’s Network meeting
is a network of female academic staff at            about the key findings from her recent
the Associate Professor and Professor               report, Women in Science in Australia,
level and includes Adjunct and Emeritus             produced for the Federation of Australian
professors. Approximately 25 to 30                  Scientific and Technological Societies
senior academic women attend this                   (FASTS).
invitation only event.

From left: Dr Ann Stewart, Director, The Equity Office; Professor Sharon Bell; and Professor Jolanda Jetten, Chair,
Gender Equity Subcommittee

  12                                                                                              ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
In addition to addressing specific issues prioritised under the
Equity and Diversity Plan there are a number of initiatives and
activities occurring across the University.

DIVERSITY WEEK –                               • How to participate in sport using
“IN OTHERS’ SHOES”                               “others’ shoes or wheels”. The
                                                 School of Human Movement Studies
Diversity week aims to recognise and             and Sport Psychology Masters
reward those who have made an                    students conducted sessions of
outstanding contribution to equity and           goalball and other sports involving
diversity at UQ and to celebrate the             wheelchairs and other instruments.
diversity of the University community.
                                               • Walk or wheel in the shoes of
In 2009, the theme for Diversity Week
                                                 others in which physical as well as
was In Others’ Shoes. A range of
                                                 hidden disabilities such as blindness,
activities and events were offered across
                                                 intellectual impairment, hearing
the University, including:
                                                 impairment, speech language
• Free self-defence workshop and
                                                 problems and dyslexia were simulated.
   afternoon tea. Coordinated by the
                                                 Participants were able to ‘experience’
   Women`s Rights Action Group and
                                                 using a wheelchair, playing touch
   Queer Rights Action Group
                                                 sensitive games and trying vision
• A discussion between Gatton                    glasses.
  Halls of Residence Managers
                                               A number of public seminars, forums and
  and supervisors on what equity and                                                             Mr Phillip Adams AO
                                               lectures were also held. These included:
  diversity means at UQ and in the
                                               • Internationalisation and Intercultural
  context of the Gatton residential halls.
                                                 Dialogue. Professor Amareswar Galla
• The official openings of the Ipswich           spoke about the transformation in
  Campus and Gatton Campus (the                  Australian higher educational institutions,
  GIBLTS Room) Queer Spaces.                     especially in the context of Asia.
  These rooms provide safe places for
                                               • Interrogating the rhetoric and
  all Lesbian, Gay, Bisexual, Transgender
                                                 reality of equity and diversity at The
  and Intersex (LGBTI) and questioning
                                                 University of Queensland: what are
  students, staff and their friends to
                                                 we doing well and where can we do
  support and network together.
                                                 better? Professors Amareswar Galla,
• A discussion with LGBTQ/I                      Jolanda Jetten and Justin Kenardy
  students and staff from UQ Union               participated in a roundtable discussion
  Queer Collective and UQ’s Ally                 on the roles and current priorities of the
  Program, Open Doors Youth Service              Cultural and Linguistic Diversity and
  and P-Flag on issues facing young              Indigenous Australians, Gender Equity,
  LGBTQ/I people in Queensland today.            and Disability Subcommittees of the
                                                 Senate Standing Committee for Equity,
• The Distance Education Centre
                                                 Diversity and Status of Women.
  (DEC) and NRAVS Photo Display.
  External students contributed photos         • Racial Disparities in Health and Health         Mr Sam Watson
  to the DEC and NRAVS photo                     Care. Professor Carmen Lawrence,
  competition illustrating their different       Professorial Fellow, Institute of Advanced
  backgrounds, circumstances, life               Studies, University of Western Australia
  situations and cultures, demonstrating         and former Premier of Western Australia       • Cultural Competence in the Human
  what it is like ‘studying in their shoes’.     (1990-1993) and former Federal                  Services. Jatinder Kaur delivered a
                                                 Member for Fremantle, (1994-2007),              public lecture covering topics including
                                                 spoke about the disparity in health and         migration and settlement issues,
                                                 health care between Indigenous and              language barriers and different child-
                                                 non-Indigenous Australians.                     rearing practices.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                         13
Across UQ

THE VICE-CHANCELLOR’S                            leadership camp for 30 young refugee             Panel Discussion
EQUITY AND DIVERSITY                             students from Milpera State High School.
                                                                                                  The awards ceremony also featured
                                                 The students stayed at International
AWARDS                                                                                            a lively panel discussion facilitated by
                                                 House on UQ’s St Lucia campus.
                                                                                                  the host of ABC Radio National’s, Late
The Highlight of Diversity Week was
                                                 The UQ-United Nations Millennium                 Night Live, Phillip Adams AO, entitled, In
the Vice-Chancellor’s Equity and
                                                 Development Goals (UQ-UNMDG)                     Others’ Shoes: Possible or Pipedream.
Diversity Awards event. The Vice-
                                                 Project was highly commended. This
Chancellor’s Equity and Diversity                                                                 Professor Carmen Lawrence, Australia’s
                                                 joint initiative between the UQ School of
Awards were established to recognise                                                              first female State Premier and former
                                                 Medicine and the UQ Medical Society was
and reward staff, students and/or                                                                 Federal Health Minister was one of the
                                                 formed to highlight the importance of the
organisational units that have made a                                                             two featured panellists’. After entering
                                                 United Nations Millennium Development
demonstrable commitment to equity                                                                 politics in 1986 Professor Lawrence
                                                 Goals (UNMDG). The project links in
and diversity. In particular, the Awards                                                          served at both State and Federal levels
                                                 with UQ’s Universitas 21 partners in an
recognise individuals and groups who                                                              for 21 years. At various times she was
                                                 international venture to boost training
have “gone the extra distance” in                                                                 W.A Minister for Education and Aboriginal
                                                 in, and awareness of, global issues
improving the culture and/or in enhancing                                                         Affairs and the first woman Premier
                                                 health among health sciences students
the reputation of the University in the                                                           and Treasurer of a State government.
area of equity and diversity.                                                                     Professor Lawrence shifted to Federal
                                                 Dr Deborah Setterlund, from UQ’s School          politics in 1994 and retired from politics
                                                 of Social Work and Human Services,               in 2007. She is now a Professorial Fellow
                                                 was awarded the UQ Equity and                    at the University of Western Australia
The $10,000 winning award went to the
                                                 Diversity Alumni Award. Upon retiring            where she is working to establish a
Manali Medical Aid Project (MMAP)
                                                 from her full-time involvement at UQ,            centre for the study of social change.
a group of UQ medical students that has
                                                 Dr Setterlund furthered her volunteer
raised more than $30,000 in funding and                                                           Professor Kevin Clements, Foundation
                                                 and social work in the Nepal Australia
resources for Manali’s Lady Willingdon                                                            Chair of Peace and Conflict Studies
                                                 Friendship Association (NAFA) – an
Hospital (India) and its associated remote                                                        and Director of the Centre for Peace
                                                 organisation of around 150 Brisbane-
clinics.                                                                                          and Conflict Studies at The University
                                                 based volunteers, established in 1989.
                                                                                                  of Otago, New Zealand was the second
The $5000 runner-up award went to                In 2008, Dr Setterlund took two final-year
                                                                                                  panellist. Prior to taking up these
UQ medical student Alan Huynh, who               undergraduate social work students to
                                                                                                  positions he was the Professor of Peace
was recognised for his involvement with          Nepal to undertake NAFA work as part of
                                                                                                  and Conflict Studies and Foundation
individuals from culturally and linguistically   their course requirements. The students
                                                                                                  Director of the Australian Centre for
diverse (CALD) backgrounds. In 2008,             assisted with a project called FEAT –
                                                                                                  Peace and Conflict Studies at UQ.
he co-ordinated a team of volunteers             Further Education and Training for Youth,
to develop the Projects for Peace                which aims to assist disadvantaged young         The podcast of the panel discussion is
                                                 people in Nepal to obtain their first job.       available from the Diversity Week website

                                                                          Winning poster in the
                                                                          2009 Diversity Week
                                                                          poster competition,
                                                                          submitted by Melissa

  14                                                                                      ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
PROFESSIONAL                                     • Staff inductions;                           EO-Online
DEVELOPMENT                                      • Workplace ethics;
                                                                                               There continues to be a steady rate of
                                                 • Professional development for Heads of
                                                                                               completion of EO Online. Since 2003 a
The University offers a number of staff            Schools;
                                                                                               total of 4512 staff have completed either
development opportunities that assist in         • UQ Ally training in collaboration with
                                                                                               Module 1 or Module 2.
embedding an understanding of equity               UQ (Student) Union; and
and diversity issues across UQ. These            • Discrimination and Harassment               While completion rates continue to grow,
programs include the:                              Contact Officer (DHCO) training.            the completions data suggests that
                                                                                               Module 1, which is compulsory for all
• Workshop for Academic Staff
                                                 The Equity Office also coordinated            new staff, has not been completed by all
  Supervisors of Professional Staff;
                                                 a half day Strategic Indigenous               staff. Recent amendments to legislation
• Staff Management issues for
                                                 Awareness Workshop facilitated by Mr          and recent examples from case law
  Professional Staff Senior Managers;
                                                 Grant Sara. This workshop, designed           indicates that taking all reasonable
• Performance Management; and
                                                 to increase awareness of Indigenous           steps to prevent discrimination requires
• Recognition and Development.
                                                 Australian issues was attended by 17          providing training to all staff.
As in integral aspect of its role, The           UQ staff members. In 2010, the Human
                                                                                                 SEE FIGURE 4 BELOW.
Equity Office contributes to staff               Resources Division will coordinate these
development for The University’s                 workshops.
managers and supervisors. In 2009, this
included the following programs:


                                   Module 1                      Module 2                      TOTAL


                                                                                                        3551             3445


                    2500                                                                      2605

                    1500                                              1415
                                                        704              1067
                     500                310
                           116                            535                           635
                           82              234                          348
                       0   34                                 169
                           2003     2004               2005            2006            2007             2008            2009

Source: The Equity Office

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                         15
Across UQ

SEMINARS                                       UQ EVENTS 2009                                • Youth Mental Health Matters. In this
                                                                                               free public forum a Panel discussed
In 2009, The Equity Office collaborated        There were a large number of events             ways that mental health issues can
with the School of Education and               celebrating and promoting equity and            be recognised earlier along with more
Professor Bob Lingard to host a number         diversity across UQ throughout 2009. A          acceptable interventions for young
of seminars and forums aimed at                sample of these activities are represented      people. The Social Inclusion Program
increasing understanding of implications       below.                                          developed by the British Government
of the 2009/10 Federal Budget changes                                                          was also discussed.
                                               • From Digital Campus to
to higher education funding in relation to
                                                 Connected Community: The role               • Experience of Students from
student equity.
                                                 for innovation. A seminar featuring           Diverse Backgrounds. During this
• The Getting Them In and Keeping                Professor Lev Gonick, the Vice                NRAVS hosted seminar a panel of
  Them In seminar. Keynote speakers              President and CIO at Case Western             international students spoke about
  were: Associate Professor Melissa              Reserve University in Cleveland Ohio.         their experiences in a new culture.
  Vick, James Cook University; Professor         Professor Gonick spoke about the
  Bob Lingard, UQ; and Professor                 award winning “OneCommunity”                • Online Heritage: The Gummingurru
  Keithia Wilson, Griffith University. Panel     that provides gigabit fibre optical           website. Gummingurru, an ancient
  members included: Professor Sally              connectivity to the community with a          male initiation site reinvigorated as a
  Kift, QUT; Professor Fred D’Agostino,          focus on cross-sector collaborations.         place of reconciliation and learning,
  UQ; Professor Merrilyn Goos, UQ;                                                             is one of the few Aboriginal heritage
                                               • Roundtable on Embedding                       places in Australia to have an
  Ms Catherine Sullivan, DEEWR;
                                                 Indigenous Knowledge across                   extremely detailed website. Members
  and Associate Professor Michael
                                                 Disciplines. Dr Alice TePunga                 of the audience were asked for
  Cuthill, UQ. Professor Alan Rix,
                                                 Somerville, Victoria University, New          suggestions for improvements that can
  PVC, facilitated the first session and
                                                 Zealand, discussed her research and           be made to the website.
  Professor Lingard the second. Over 85
                                                 teaching practices as a specialist
  participants registered to attend.                                                         • UQ Guidance Officers and Career
                                                 in Maori studies. She was joined by
• A half day forum entitled Opening              Mr Michael Williams, Director of the          Counsellors Conference. This
  the Dialogue which, in the spirit of           Aboriginal and Torres Strait Islander         conference enabled guidance officers
  collaboration, was open to academics           Studies Unit, and EMSAH staff                 and teachers to obtain information
  and equity practitioners from the              Professor Amareswar Galla, Dr Fiona           about the range of programs, study
  Brisbane metropolitan universities,            Nicoll and Dr Hilary Emmett.                  options, facilities and scholarships
  discussed issues related to the Federal                                                      available at UQ.
                                               • Rethinking Community Capacity
  Government’s agenda on social                                                              • BIPAN (Brisbane Indigenous
                                                 and its Relation to Selected
  inclusion.                                                                                   Physical Activity Network) Think
                                                 Education Outcomes: Pretest
• A one day seminar for equity                   Results from Mindanao,                        Tank. This event focused on bringing
  workers, researchers, principals and           Philippines. Associate Professor Tony         together individuals with an interest
  teachers, Building collaborative               Moran, University of the Philippines,         in delivering health outcomes for
  partnerships between Universities              examined the challenges in developing         Aboriginal and Torres Strait Islander
  and low SES schools for enhancing              a tool for measuring community                communities using physical activity as
  student engagement with learning.              capacity, particularly in relation to         the vehicle.
  Presenters, Professor Lori Beckett             selected education outcomes.                • Skirts in Engineering – Networking
  from Leeds Metropolitan University                                                           Lunch. All Engineering students
                                               • STEP IN LABS 2009 (Science
  and Ms Jill Woods, Principal of                                                              were able to investigates the best
                                                 Teachers Education Partnership IN
  Little London Community School,                                                              opportunities for vacation work.
                                                 Legumes and Biotechnology Studies).
  a school located in a very low SES
                                                 A three-day professional development
  community in Leeds, spoke about
                                                 program for high school teachers
  their successful project to enhance
                                                 who experienced working in a real-life
  student engagement in learning. This
                                                 biology laboratory. The teachers learnt
  seminar was also open to attendance
                                                 new techniques and experiments that
  by equity practitioners and academics
                                                 can be taken back to the classroom.
  from Queensland Universities and
  colleagues from the Queensland
  Higher Education Forum (QEF).

  16                                                                                     ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
(Standing L-R) Dr Mary Mahoney, Chair, Senate Standing Committee on Equity, Diversity and the Status of Women;
Professor Michael Keniger, Senior Deputy Vice-Chancellor; Mr Sam Watson, Aboriginal and Torres Strait Island Studies Unit.
(Seated L-R) Professor Kevin Clements, Mr Phillip Adams AO and Professor Carmen Lawrence

• Indigenous Solutions to Indigenous              THE EQUITY OFFICE                                 equity). Dr Stewart was a member of
  Problems: An Indigenous method                                                                    the working party established at the first
  of inquiry and strategising by Balgo            The Equity Office has a strategic and             meeting of the Directors of student equity
  Women Elders. The strategising                  policy role in the University. In addition to     which has provided advice for Go8 Vice-
  approach used by Kapululangu women              providing internal consultancy to senior          Chancellors on a strategic approach to
  elders is juxtaposed with methods               staff, The Equity Office also facilitates a       the federal government’s Bradley review
  used by governments. Reasons why                number of activities that build a greater         recommendations on student equity.
  local processes are more effective at           awareness and understanding about
                                                  equity and diversity related matters              The Queensland Higher Education
  ‘healing local trauma’ manifesting in
                                                  across the University. The Equity Office          Forum addressing the imperatives of the
  Balgo were discussed.
                                                  also plays an important role in monitoring        “Bradley Review” and Government Social
• How White is your University? This              and reporting on University performance           Inclusion Agenda, formed five working
  forum examined how we should go                 in relevant areas, both internally and            parties to provide strategic advice to
  about unpicking the deeply colonial             externally.                                       Vice-Chancellors. UQ representatives on
  relationships that permeate our                                                                   the working parties are Professor Debbie
  Universities and ways of knowing.               The Director, The Equity Office, Dr Ann           Terry, Deputy Vice-Chancellor (Academic)
                                                  Stewart completed her two year term               (Increasing Attainment); Professor Alan
• Islam, Justice, Compassion.                     as co-Convenor with responsibility for            Rix, Pro-Vice Chancellor (Improving
  A seminar with Imam Afroz Ali.                  student equity matters for the network of         Provision); Dr Ann Stewart (Widening
                                                  Equal Opportunity Practitioners in Higher         Participation); and Mr Ken Richardson,
                                                  Education, Australasia (EOPHEA). During           Director, Office of Planning (Evidence for
                                                  her term, Dr Stewart engaged in lobbying          Planning and Reporting, and General
                                                  work at the national level, which has             Issues).
                                                  significantly enhanced EOPHEA’s profile.
                                                  Submissions were also made to the                 During 2009, Dr Stewart was invited
                                                  Review of Equal Opportunity for Women             to give presentations related to current
                                                  in the Workplace Act.                             student equity issues in Australia at
                                                                                                    the National Conference for Australian
                                                  In 2009 Dr Stewart continued to                   Council of Deans of Education, the
                                                  contribute to the work of the National            Workplace Training Advisory Authority
                                                  Centre for Student Equity in Higher               ‘Employer of Choice’ Conference and
                                                  Education as a member of the Board                the inaugural national Social Inclusion in
                                                  and also successfully lobbied the Go8 to          Education Conference.
                                                  form advisory groups (staff and student

  ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                               17

ACADEMIC WOMEN                                          Level                                         In particular there has been a marked
                                                                                                      growth in the number of female staff
                                                        The proportion of female academic
                                                                                                      employed at the Senior Lecturer (C) level
                                                        staff at senior levels (C-E) continues to
                                                                                                      over the past four years (an increase of
                                                        gradually increase although it remains
                                                        considerably below an equitable
                                                        representation. Across the Go8                Unfortunately, over the same four year
                                                        (excluding UQ), women represented             period, the representation of women
                                                        21.6% of academic staff at Levels D           at the Professorial (E) level remains
                                                        and E in 2008 (DEEWR, 2008). The              unchanged at 16.7%. UQ has failed to
                                                        comparable UQ figure is 19.1%.                make any inroads in the proportion of
                                                                                                      women appointed at Level E.
                                                        At UQ the greatest increases in the
                                                        proportion of women have occurred             In 2009 there was a 4% increase the
                                                        at Levels C and D. In 2009, 38.1% of          proportion of women employed at the
                                                        Senior Lecturers were female as were          Associate Professor (D) level.
                                                        26.0% of Associate Professors.                  SEE FIGURE 5 BELOW.


                       Level A                Level B                Level C                Level D                Level E


                     49.3%                                                                                                    52.3%

                     23.1%                                                                                                    26.0%

                     15.0%                                                                                                    16.7%


                       2000       2001        2002        2003      2004       2005      2006         2007     2008      2009

Source: BusinessObjects, Official Staff Universes
Number of staff, fixed-term and continuing.

  18                                                                                            ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Appointment type                                             Women continue to be underrepresented                       In the five years since 2004, academic
                                                             in UQ Institutes and the following                          staff at UQ have increasingly been
After remaining relatively stable (at
                                                             faculties:                                                  appointed on fixed term contracts.
around 25%), the proportion of academic
                                                                                                                         Over the same five year period, fewer
women employed on a part-time basis                          •    BEL,
                                                                                                                         professional staff are being appointed on
increased to 30.6% in 2009. There are                        •    EAIT,
                                                                                                                         fixed term contracts.
twice the number of academic women as                        •    NRAVS, and
academic men employed on a part-time                         •    Science.                                               In 2008, the proportion of staff (both
basis.                                                                                                                   academic and professional) across
                                                             These Faculties offer traditionally male
                                                                                                                         the Go8 (excluding UQ) on fixed term
While there has been a large rise in                         dominated disciplines and historically
                                                                                                                         contracts was 40.1%. This is well below
the numbers of both male and female                          have had very few female academic
                                                                                                                         the UQ average for 2008 of 52.3%.
academic staff appointed to Teaching                         staff. However, as is evidenced in Figure
Focused positions (N=282), women                             6, in the eight years from 2002 NRAVS                       The upward trend for academic staff to
continue to be much more likely than                         has been the only faculty that has made                     be appointed on fixed term contracts has
men to hold these positions. 15.6% of                        substantial progress in addressing                          continued since 2004. A proportion of
all academic women were employed in                          this under-representation of female                         this increase can be attributed to the fact
Teaching Focused roles, compared to                          academics.                                                  that there has been a 3% increase in the
only 9.5% of male academics.                                                                                             proportion of academic staff employed in
                                                                   SEE FIGURE 6 BELOW.
                                                                                                                         Research Only positions (from 37.3% in
                                                                                                                         2004 to 40.2% in 2009).

                                                                                                                           SEE FIGURE 7 ON THE FOLLOWING PAGE.


                            2002        2003               2004         2005           2006          2007         2008        2009






               Arts               BEL               EAIT            Health         NRAVS              Science           SBS           Institutes     Senior
                                                                   Sciences                                                                         Executive

Source: BusinessObjects, Official Staff Universes
Number of staff, fixed-term and continuing.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                                                       19
Key trends – staff diversity

ACADEMIC WOMEN                                     In 2009, nearly three quarters (72.8%) of     To further understand this trend the
(continued)                                        female academic staff were appointed on       appointment contracts (fixed term or
                                                   a fixed term contract. This represents a      continuing) of Teaching and Research
                                                   12% rise in the five years from 2004.         and, Teaching Focused academic staff
                                                                                                 were examined excluding Research
                                                   This trend is not restricted to female
                                                                                                 Only academic staff (who are always
                                                   staff. There has been a similar increase
                                                                                                 appointed on fixed contracts). With
                                                   in the proportion of male academic staff
                                                                                                 Research Only staff removed from the
                                                   employed on a fixed term basis (67.1%).
                                                                                                 analysis, in 2009 49.6% academic
                                                                                                 staff were appointed on fixed term
                                                                                                 contracts. Although this percentage is
                                                                                                 substantially lower than the total (70.0%),
                                                                                                 it nevertheless represents an increase of
                                                                                                 16.1% from 2004.


                  Female Cont.                Female Fixed             Male Cont.              Male Fixed



                              2004       2005        2006      2007      2008       2009

Source: BusinessObjects Official Staff Universes
Number of staff, fixed-term and continuing.

  20                                                                                       ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Pay equity                                       As figure 8 demonstrates the difference
                                                 in the wages of male and female
In the context of a national gender pay
                                                 Professor’s has decreased in the three
gap of close to 18%, UQ female staff at
                                                 years from 2007. In 2007, female
all levels, receive close to pay parity with
                                                 Professors received a salary that was,
their male counterparts.
                                                 on average, 7.5% lower than their male
There is very little difference between the      counterparts. This salary differential
wages of academic men and academic               nearly halved (3.9%) by 2009. Worryingly,
women at UQ. An examination of Table 1           although of a smaller magnitude, the
indicates that:                                  gender wage gap for female academics
• There has been a decrease in the               employed at Level C has increased since
  wage gap between female Associate              2007. Female Senior Lecturers now earn
  Professors and Professors and male             3.0% less than male Senior Lecturers.
  Associate Professors and Professors.           This trend is of a particular concern
• During 2009 there was a 2% increase            for it is at this level that there has been
  in the gender wage gap at the most             the largest increase in the proportion
  junior levels of academic staff, those         of women (see Figure 2). This pay gap
  employed at the Associate Lecturer             may be partially explained by the fact
  level.                                         that women are new to this level, and
  SEE TABLE 1 BELOW AND FIGURE 8 ON              hence they are employed on the lower
THE FOLLOWING PAGE.                              increments.


                                   WOMEN’S PERCENTAGE                                                  PERCENTAGE CHANGE
   LEVEL                                                                      PAY GAP
                                    OF MEN’S EARNINGS                                                      IN PAY GAP

   Associate Lecturer                          98.0%                            2.0%                              +2.0

   Lecturer                                    98.0%                            2.0%                              +0.5

   Senior Lecturer                             97.0%                            3.0%                              +0.4

   Associate Professor                         98.3%                            1.7%                              -1.0

   Professor                                   96.1%                            3.9%                              -1.5

1 Employee’s ordinary time earnings, allowances (as standing arrangement, e.g., Responsibility Allowances and Market Loadings) and employer
  superannuation contributions for all fixed term staff).
2 Pay equity was calculated using women’s average earnings as a percentage of male average earnings within each category.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                               21
Key trends – staff diversity

ACADEMIC WOMEN (continued)


                                       2007    2008          2009



                                                                           2.6%          2.5%
          2%                                                                                    1.7% 1.7%
                                          1.6% 1.5%                 1.4%
                     Level A                  Level B                  Level C             Level D                Level E

Source: Management Information Systems

                                                 Promotions                                            when applying for a promotion to
                                                                                                       the Associate Professor level, where
                                                 In 2009, women had a success rate
                                                                                                       only 46% of female academics were
                                                 on par with men in applications for
                                                 academic promotions. However,
                                                 repeating what occurred in 2008, there             • Overall, women had much more
                                                 were again fewer female applicants than              variation in their promotion success
                                                 in previous years (37 in 2008 and 45 in              rates across the academic levels (46%
                                                 2007).                                               - 100%) than did men (69% - 82%).
                                                 In total 88 male academic staff and                In 2004 there was a change in the
                                                 35 female academic staff applied for               application process which was thought
                                                 promotion in 2009.                                 to provide an explanation for the
                                                                                                    extremely low success rate of women in
                                                 • Although based on very small numbers
                                                                                                    this year. However, in 2008 women again
                                                   (n=6) all women who applied for a
                                                                                                    had relatively low levels of promotion
                                                   promotion to Level B or Level C were
                                                                                                    success rates.
                                                                                                       SEE FIGURES 9 & 10 ON THE FOLLOWING
                                                 • Women had the lowest success rate                PAGE.

  22                                                                                            ANNUAL REPORT ON EQUITY AND DIVERSITY 2009

                                                                         Female success rate                                                Male success rate






               Level A–B

                             Level B–C

                                         Level C–D

                                                      Level D–E

                                                                  Level A–B

                                                                               Level B–C

                                                                                           Level C–D

                                                                                                        Level D–E

                                                                                                                    Level A–B

                                                                                                                                Level B–C

                                                                                                                                            Level C–D

                                                                                                                                                        Level D–E

                                                                                                                                                                      Level A–B

                                                                                                                                                                                  Level B–C

                                                                                                                                                                                               Level C–D

                                                                                                                                                                                                           Level D–E

                                                                                                                                                                                                                        Level A–B

                                                                                                                                                                                                                                    Level B–C

                                                                                                                                                                                                                                                Level C–D

                                                                                                                                                                                                                                                            Level D–E
                            2005                                              2006                                              2007                                              2008                                              2009

Source: Human Resources Division
1 The number of women applying for promotion to Level E are very low. These figures need to be interpreted with some caution.


                                                                                                       Female                                   Male

               77.8%                            78.1%                                                  81.1%                    80.0%                                              82.2%
         80%                                                                                                                                            71.4%                                                                                   74.3%
         70%                                                                                                                                                                             78.7%
                70.1%                                                         70.2%                                                                                                                                                             72.7%
                                             66.0%                                                                                                          62.7%
      50 %                                                                                         55.6%
      40 %

      30 %

      20 %


                           2001                      2002                     2003                       2004                      2005                             2006                      2007                     2008                     2009

Source: Human Resources Division

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                                                                                                                                                             23
Key trends – staff diversity

ACADEMIC WOMEN                     In 2009,                                       An examination of women’s success
(continued)                        • Women applying for promotion had an          rate by type of appointment reveals
                                      overall success rate of 74.3%. This is      that, overall, women on Research Only
                                      12% higher than their overall success       appointments applying for promotion had
                                      rate in 2008 but still well below their     a 20% higher success rate (88.9%) than
                                      highest overall success rate of 82.85%      did women on Teaching and Research
                                      in 2007.                                    appointments (68.0%)

                                   • Women’s overall success rate for                  SEE TABLE 2 BELOW.
                                     academic promotion was equivalent to
                                     men’s (74.3 and 72.7% respectively)
                                     success rate.


                         TEACHING AND RESEARCH                RESEARCH ONLY                   TEACHING FOCUSED

Type                      Total    n= f      %F         Total       n=f         %F          Total      n=f    %F

To Level B

Applications                1       0          -         12          3          25.0         2          1      50

Promotions                  1       0          -         11          3          27.3         1          1     100.0
Success Rate %            100.0                -        80.0                    100.0      100.0              100.0

To Level C

Applications               20       8        40.0         9          3          33.3          -         -       -

Promotions                 17       8        47.1         7          3          42.9          -         -       -
Success Rate %            85.0               100.0      50.0                    100.0         -                 -

To Level D

Applications               40       12       30.0         9          1          11.1          -         -       -

Promotions                 24       5        20.8         7          1          14.3          -         -       -
Success Rate %            60.0               41.7       66.7                    100.0         -                 -

To Level E

Applications               21       5        23.8         9          2          22.2          -         -       -

Promotions                 16       4        25.0         6          1          16.0          -         -       -
Success Rate %            76.2               71.4       100.0                   50.0          -                 -

Total applications         82       25       30.1        39          9          23.1         2          1      50
Total promotions           58       17       29.3        31          8          25.8         1          1     100.0

Overall Success Rate %    69.9               68.0       79.5                    88.9       100.0              100.0

 24                                                                         ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Major Research Grants                         FIGURE 11: PERCENTAGE OF GRANTS WITH AT LEAST ONE
                                              FEMALE INVESTIGATOR, 2005-2009
An examination of the percentage of
competitive research grants with at least
one female investigator reveals that this
has been static for the previous five                  50%
In 2009, there was:


• A slight decline (0.6%) in the                       30%

  percentage of Australian Competitive
  Research Grants (e.g., ARC and                       20%
  NHMRC) listing at least one female
  investigator, and

• 41.0% of all major research grants                     0%     2005




  awarded to UQ listed at least one
  female investigator.

The proportion of female investigators on
Australian Competitive Research Grants
(e.g., ARC and NHMRC) as percentage           Source: RRTD Information Management Unit
of the total number of investigators is       Notes:
also decreasing.                              1 These figures are different to those reported in the 2008 Annual Report on
                                                Equity and Diversity due to different methodology in calculation. This data
  SEE FIGURE 11 AT RIGHT.                       reflects only ARC and NHMRC grants as an indicator of Category 1 funding,
                                                reflecting anticipated changes to the Government definition of Category 1
• In 2005 women comprised one                   grants.
  quarter of all ARC and NHMRC
  grant investigators while in 2009
  they comprised only 16.7% of all

One possible explanation for this
steady decrease in the percentage of          FIGURE 12: FEMALE INVESTIGATORS AS A PERCENTAGE OF
female investigators may be the trend         THE TOTAL NUMBER OF INVESTIGATORS, 2005-2009
for grant applications to be lodged by
larger research teams. As teams have
become larger, the proportion of female
researchers has decreased.                             30%












                                              Source: RRTD Information Management Unit

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                   25
Key trends – staff diversity

PROFESSIONAL STAFF                                  Level                                        • Over the same time frame there has
                                                                                                   been a 5.3% increase in the proportion
                                                    Women represent 63.2% of professional
                                                                                                   of women employed at HEW 9.
                                                                                                   Women also comprise just under half
                                                    • In the three years from 2006 there has       of all staff at this level (48.8%).
                                                      been a 12% increase in the proportion
                                                                                                   SEE FIGURE 13 BELOW.
                                                      of female staff employed at HEW 10,
                                                      representing a rapid and continuing
                                                      rise. Women now total 44.8% of all
                                                      professional staff at HEW 10



        75%                  HEW4

        65%                              HEW                                                                               63.8%
                  62.4%                        1
                  60.1%                                                                                                    59.0%
                  59.6%            HEW3

        55%                                                                                                                54.8%

                  53.4%      HEW6

                  49.5%     HEW7                                                                                           48.8%
                  47.4%          HEW                                                                                       44.8%

                  40.2%      HEW9

                  30.3%      HEW

                          2002          2003            2004      2005        2006          2007        2008        2009

                            HEW1                    HEW2                 HEW3                  HEW4               HEW5
                            HEW6                    HEW7                 HEW8                  HEW9               HEW10

Source: Business Objects Official Staff Universes
1 Number of professional staff, fixed-term and continuing.

  26                                                                                       ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Pay Equity                                       As is evidenced in Figure 14, the
                                                 difference in the wages of male and female
An examination of female professional
                                                 professional staff employed at the most
staff earnings as a percentage of male
                                                 senior level (HEW 10 +) has decreased
professional staff earnings indicates that:
                                                 from a high in 2008 of just under 10% to
• There has been a reduction in the              7.5% in 2009. At the lowest band (HEW 1)
  difference between the salaries paid           female professional staff earn 7.6% more
  to women and those paid to men                 than their male counterparts – a figure that
  employed at the most senior levels             has only increased in recent years). The
  (HEW 7 to 10). There is pay parity             largest proportion of women is found in
  at HEW 9, with women earning                   HEW 4 (75.3%). The gender pay gap at
  exactly the same as the men who are            this level has shown a slight increase to
  employed at this level.                        1.0%.
* Women continue to experience the                  SEE FIGURE 14 ON THE FOLLOWING PAGE.
  greatest pay gap at HEW 10. Women
  at this level earn 92.5% of their male

* Women at HEW 1 and HEW 5
  continue to earn marginally more than
  men employed at these levels (7.6%
  and 0.3% respectively).



                   WOMEN’S PERCENTAGE                                                  PERCENTAGE CHANGE
   LEVEL                                                      PAY GAP
                    OF MEN’S EARNINGS                                                      IN PAY GAP
      1                      107.6%                            -7.6%                               -3.2
      2                       98.8%                             2.2%                               +0.1
      3                       95.7%                             4.3%                               +2.4
      4                       99.0%                             1.0%                               +0.6
      5                      100.3%                            -0.3%                               +0.9
      6                       98.7%                             1.3%                               +0.3
      7                       98.2%                             1.8%                               -0.3
      8                       97.4%                             2.6%                               -1.1
      9                      100.0%                               —                                -1.2
      10 +                    92.5%                             7.5%                               -2.4

1 Employee’s ordinary time earnings, allowances (as standing arrangement, e.g., Responsibility Allowances and
  Market Loadings) and employer superannuation contributions for all fixed term staff).
2 Pay equity was calculated using women’s average total earnings as a percentage of male average earnings within
  each category.
3 A negative value indicates that women employed at that level have higher average wages then men employed at
  that level.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                        27
Key trends – staff diversity



                                                                       2007                  2008                  2009












           HEW1                   HEW2                  HEW3                 HEW4                  HEW5                  HEW6                 HEW7                 HEW8                 HEW9             HEW10

Source: Management Information Section
1 Employee’s ordinary time earnings, allowances (as standing arrangement, e.g., Responsibility Allowances and Market Loadings) and employer
  superannuation contributions for all fixed term staff).
2 Pay equity was calculated using women’s average total earnings as a percentage of male average earnings within each category.
3 A negative value indicates that women employed at that level have higher average wages then men employed at that level.

  28                                                                                                                                                        ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Appointment type                                    Like academic staff, there has been an         • Less than half of all professional
                                                    increase in the proportion of professional       staff are employed on a fixed term
Overall female professional staff continue
                                                    staff employed on a fixed term contract.         basis (39.2% for men and 48.8% for
                                                    Again, this increase may in part be              women).
• be more likely than their male
                                                    explained by greater numbers of
  colleagues to be employed on a part-                                                             • Since 2004 there has been an 11.4%
                                                    professional staff employed in research
  time basis;                                                                                        increase in the proportion of male
                                                    only appointments.
                                                                                                     professional staff employed on a fixed
• be underrepresented in Information                  SEE FIGURE 15 BELOW.                           term contract.
  Technology (17.8%) and Trades and
  Services (17%); and                                                                              • Despite having experienced a slower
                                                                                                     rate of growth, female professional
• represent three quarters of all Library
                                                                                                     staff continue to be employed on fixed
  staff (75.9%).
                                                                                                     term contracts at a greater rate than


                      Female Cont.                  Female Fixed                Male Cont.                 Male Fixed


           60%                                                                                                           60.8%
           50%                                                                                                           48.8%
           40%                                                                                                           39.2%



                             2004             2005            2006             2007              2008         2009

Source: Business Objects Official Staff Universes
1 Number of professional staff, fixed-term and continuing.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                            29
Key trends – staff diversity


Maternity Leave                                    Of the 76 academic staff who took                   The pattern of maternity leave taking
                                                   maternity leave in 2009, just over three            since 2006 indicates that the vast
In 2009, just under 200 staff took
                                                   quarters (76.3%) returned to UQ on a                majority (89.4%) of academic staff who
maternity leave (N = 181), the largest
                                                   full-time basis, an increase of 15% from            have accessed this entitlement took
number of staff to take paid parental
                                                   2008. Of the 105 professional staff that            26 weeks at full pay. Of these, 84.2%
leave in one year. This brings to 730 the
                                                   took maternity leave in 2009, 62.9%                 extended the duration of their leave by
total number of UQ staff that have taken
                                                   returned on a full-time basis. This is also         taking an additional period of unpaid
a period of maternity leave since the
                                                   an increase of approximately 15%.                   leave.
introduction of 26 weeks paid parental
leave in 2005.


                   Academic –                    General –                    Academic –                      General –
                   % returned                    % returned                   % returned                      % returned
                   full-time                     full-time                    part-time                       part-time





          30%                                                                                                          30.5%


                          2005                      2006                     2007                      2008                   2009

Source: Management Information Section
1 Number of professional staff, fixed-term and continuing.
2 Maternity leave taking figures will change retrospectively with changes to the Business Objects data set. For example, someone who returns to
  full-time employment in 2009 after a period of maternity leave will be thus counted. However, if this person was then to resign within 6 months
  they will be no longer be counted as “returned full-time” but as “resigned within six months”. Due to the lengths of time involved this change in the
  data may not occur until 2010. There are differences between the percentages reported here and those in the 2008 Annual Report on Equity and
  Diversity. It is therefore impossible to make exact comparisons form one year to the next. This data should be considered a snap shot in time,
  correct as at April 2010.

  30                                                                                             ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Professional staff exhibit very different     COMMITTEE                                   • Research Higher Degrees
patterns of leave taking. Half (49.7%)        REPRESENTATION                                Committee (4:16)
of all professional staff who accessed                                                    • Teaching and Learning (3:15)
maternity leave took 26 weeks at full         University Committees                       • Advancement Sub-Committee (2:8)
pay, and of these, 70.6% extended their
                                              Women have wider representation             There are no women on the Infrastructure
leave with a further period of unpaid
                                              on University committees than in            (Previously the Space, Planning and
leave. Four in ten (39.6%) took 52 weeks
                                              previous years but overall continue to      Management) Sub-Committee.
maternity leave on half pay, extended
                                              be disappointingly underrepresented. In
with a period of unpaid leave. A further
                                              2009, the proportion of women on the
10.7% took 39 weeks maternity leave on                                                    Faculty Committees
                                              University Senate increased by seven
three quarters pay. The corresponding                                                     Across all faculty committees women
                                              percent (from 31.8% to 38.1%). There
percentage for academic staff was 2.0%.                                                   are, on the whole, equitably represented
                                              was an improvement in the proportion of
   SEE FIGURE 16 ON PREVIOUS PAGE.            women on the following committees           (relative to their total representation in
                                              (no of women: all committee members):       the faculty); comprising between 16%
There continues to be an increase in the                                                  (Science) and 55% (Arts) of all committee
number of staff who take five days paid       • Audit (3:6)
                                              • Building and Grounds (2:10)               members.
partner leave. This leave is more typically
thought of as “paternity” leave.              • Honorary Degrees (3:6)                    Female staff are also generally
                                              • Professorial Promotions (4:13)            well represented on Faculty Board
• 33 academic staff members took paid         • Risk Management Committee (4:14)          Committees. However, they are under-
  partner leave in 2009. This is double       • Academic Board (32:119)                   represented on the:
  the figures (15) in 2004. The duration      • Research (3:21)                           • SBS Appointments and Promotions
  of the leave was for an average of 4.95     • University Senior Management                (2:8) and Faculty Executive (4:12)
  days.                                         Committee (4:26)                            committees; and
• A total of 41 professional staff took       • Planning Sub-Committee (2:8)
                                                                                          • NRAVS Faculty Executive (2:8) and
  an average of 2.89 days paid partner        There has been a decline in, or continued     Research (1:9) committees.
  leave in 2009.                              under-representation of women on the
                                              following committees:
                                                                                          TEDI Workshops
                                              • Finance (1:13)                            Women represented 67% of participants
                                              • Occupational Health and Safety            of staff development workshops in 2009.
                                                Council (16:52)                           This is a 3% increase from 2008.
                                              • Academic Board Standing (2:11)
                                              • Central Confirmation and                  Nearly seven in ten of participants of
                                                Promotions (3:10)                         Leadership and Management (including
                                              • Assessment Sub Committee (2:10)           series) participants were women (69.1%).
                                              • Research (3:21)                           Women also comprised 42.5% of the
                                                                                          Go8 Future Research Leaders’ Program
                                                                                          participants and 48.2% of participants in
TABLE 4: PROPORTION OF FEMALE STAFF ON SSP, BY FACULTY                                    Academic Career Development training.

                    FEMALE ACADEMIC STAFF                FEMALES ON SSP
   FACULTY          AS A PERCENTAGE OF ALL             AS A PERCENTAGE OF                 Special Studies Program
                        ACADEMIC STAFF                  ALL STAFF ON SSP                  The proportion of women undertaking
   Arts                         53%                             50.0%                     SSP leave is substantially less than their
                                                                                          overall representation in the faculties of:
   BEL                          34%                             50.0%                     • NRAVS,
                                                                                          • Health Science, and
   EAIT                         17%                             15.4%
                                                                                          • Science.
   HS                           57%                             47.0%
                                                                                          This is the second year in a row that the
   NRAVS                        35%                             16.7%                     NRAVS and Science Faculties have had
   Science                      30%                             5.6%                      disproportionally low numbers of women
                                                                                          on SSP.
   SBS                          59%                             50.0%
                                                                                             SEE TABLE 4 AT LEFT.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                      31
Key trends – staff diversity

DISCRIMINATION AND                                     They provide information to clients,                          In 2009, The Equity Office received 34
HARASSMENT CONTACT                                     including complainants, respondents                           enquiries from students and staff related
                                                       and managers/supervisors about the                            to discrimination and harassment. This
                                                       University’s policies, grievance resolution                   includes supervisors seeking guidance
DHCOs play a crucial role in the                       procedures related to harassment and                          on managing interpersonal issues. The
University’s efforts to create an inclusive            discrimination.                                               majority of these enquiries were related
place of work and study. UQ has                                                                                      to discrimination (n = 13) followed by
                                                       In 2009 there was an overall increase
an obligation as an employer and                                                                                     workplace harassment (n = 9). Additional
                                                       in the number of queries to DHCOs.
educational institution to provide an                                                                                enquiries related to sexual harassment
                                                       This increase may reflect an increased
environment free of discrimination and                                                                               (n = 6), grievance (n = 5) and bullying
                                                       awareness amongst students and staff of
harassment. DHCOs are volunteer staff                                                                                (n = 1). These figures are reported to
                                                       the availability of DHCOs rather than an
who undertake an important role in                                                                                   each meeting of the Senate Standing
                                                       increase in incidents of harassment.
assisting UQ to meet this obligation.                                                                                Committee on Equity, Diversity and the
                                                            SEE FIGURE 17 BELOW.                                     Status of Women.
DHCOs provide a ‘first point of contact’
for people with enquiries related to
discrimination, harassment and bullying.


              Sexual                     Workplace               Bullying
              harassment                                                                   Discrimination                    Grievance*            TOTAL
                                         harassment              (student)


       30                                                                                                                             29
       25                                              23

                                                                 10                        10                       10                     9
       10    8 7 9                   8                                                                                        8                            9
                   3                     7 6                 7                         6                        6
                                                                                                                         5                     6       6
         5                                                            3
                                               2                          1                     2 2                                                1
                            0                      0                          0                       0                           0
                  2004                     2005                       2006                      2007                     2008                      2009

Source: The Equity Office
*The category ‘grievance’ was introduced in 2009.

  32                                                                                                           ANNUAL REPORT ON EQUITY AND DIVERSITY 2009

The Department of Employment,               Students from non-English
Education and Workplace Relations           speaking backgrounds (NESB)
(DEEWR) is responsible for providing
                                            Data are no longer collected by DEEWR
student equity data to universities. In
                                            for this equity group.
recent years there has been a time lag
in the provision of data from DEEWR
although this has improved in 2009. The     Students with a disability
most recent data available is from 2008     While access and participation at
and it is this data that is summarised in   UQ remained below state and sector
Table 5.                                    averages for students with a disability,
Overall, the University performs more       success and retention were on par with
poorly than the state and sector rates      both state and national figures. Although
in access and participation for the         high, success rates for students with a
designated equity groups. However, with     disability at UQ have declined slightly
the exception of retention of students      over the previous five years. Across
with a disability, UQ performs above        the state and nationally, the success
the state and national averages in the      rate for students with a disability has
success and retention of these students.    experienced a slight growth.

                                            Students from regional areas
                                            Again the data indicate better retention
Students from low Socio-                    and success rates at UQ for this cohort
Economic (SES) backgrounds                  than the state and national averages.
DEEWR data indicates that access rates      While access and participation rates for
for students from low SES backgrounds                                                   Students Ms Nancy Trieg and Ms Lyndal Phillips
                                            students from regional areas continues
has remained steady over the past           to be below state and national averages,
five years. In 2008, in comparison to       the past five years have seen a gradual
tertiary institutions in Queensland and     increase in retention.
nationally, access and participation were
substantially below the state average
                                            Students from remote areas
and slightly below the sector average.
The retention and success rates of low      Access and participation at UQ for
SES students at UQ are on a par with the    students from remote areas is on par
remaining student cohort and continue       with the sector average. Participation
to be above both the state and sector       of students from remote areas is
levels.                                     comparable to the state averages,
                                            however, over the past 5 years the
                                            participation rate has shown a gradual
Aboriginal and Torres Strait                decline, both at UQ and across the
Islander students                           sector. UQ continues to perform above
Access and participation remain low         state and sector averages in the success
for Aboriginal and Torres Strait Islander   and retention of these students.
students at UQ. They are close to half
of the state and national averages.
However, the retention and success
of students from an Aboriginal and/
or Torres Strait Islander background
continues to be well above the state and
sector averages. Although there has
been an across the board increase in the
success rates of Indigenous students
this increase has been more pronounced
at UQ.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                     33
Key trends – student diversity


   Student Equity                  ACCESS                      PARTICIPATION                        SUCCESS                         RETENTION
       Group               UQ        State     Sector       UQ        State     Sector       UQ        State     Sector       UQ        State Sector

   Aboriginal and
    Torres Strait         .81%       1.9%       1.6%       .63%      1.64%       1.3%      80.6%      72.3%      70.1%      65.9%      64.5%      62.9%
 Islander students

    Low SES (all
                         15.2%      20.2%      16.1%      14.1%      18.9%      15.1%      89.4%      84.9%      85.7%      79.9%      73.6%      77.3%
   ages) students

  Low SES (under
                         15.3%      19.1%      16.2%      14.7%      18.4%      15.4%      89.4%      85.1%      86.3%      83.6%      78.2%      81.8%
   25) students

   Students with
                          2.3%       3.1%       3.4%       2.9%       4.0%       4.1%      82.7%      81.1%      83.3%      74.8%      74.4%      76.6%
    a disability

                         16.5%      23.6%      19.1%      15.4%      22.2%      18.1%      91.2%      86.2%      87.8%      82.0%      73.8%      77.2%

  Remote students         1.2%       2.0%       1.3%       1.2%       1.8%       1.1%      89.5%      83.6%      81.4%      78.7%      71.1%      67.7%

Source: Adapted from DEST data by the UQ Equity Office
Definitions: ‘Access’ refers to all commencing students; ‘participation’ refers to all students; ‘retention’ refers to those who continued their students
from the previous year, excluding those who completed their studies and ‘success’ is the EFTSL of units passed.

Vice-Chancellors Equity & Diversity Awards main prize winners the Manali Medical Aid Project (from left) Matthew Torbey, Ben Treffene, Juergen
Landmann, James English and Arthur Cheung

  34                                                                                                 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
UNIVERSITY OF                                      (52.1%). Women also constitute a                   There has been no substantive change in
QUEENSLAND DATA                                    substantial proportion of domestic                 the percentage of
                                                   students studying architecture and
In the absence of 2009 DEEWR data,                                                                    • students from rural areas;
                                                   building (41.4%). However, after a brief
MIS/Office of Planning has provided                                                                   • students with a disability;
                                                   period of growth, their representation in
student equity data by Faculty, School,                                                               • Aboriginal and Torres Strait Islander
                                                   Architecture has returned to 2005 levels.
Campus, Program level and Field of                                                                      students; and
Education. Figures 12 and 13 show                  The time series data show that from                • women in Architecture and Building.
the key student equity groups as a                 2005 there has been a gradual and
                                                                                                      There has been a steady decline in the
percentage of domestic students (EFTSL)            sustained increase in the proportion of
                                                                                                      proportion of
from 2005 to 2009.                                 • students from non-English speaking
                                                                                                      • students from low SES backgrounds;
It is important to highlight that women              backgrounds;
(as measured by EFTSL) now constitute              • women in Engineering;
                                                                                                      • students from isolated areas.
a slight majority of the total proportion          • women in Information Technology;
                                                   • women in postgraduate coursework;                  SEE FIGURE 18 BELOW AND FIGURE 19
of domestic students undertaking                                                                      ON THE FOLLOWING PAGE.
postgraduate coursework programs                     and
(57.9%) and postgraduate research                  • women in postgraduate research.


                Students             Low SES                 Disability          Non-English           Students           Aboriginal
                from rural           background*             indicated           speaking              from               and Torres
                areas                                                            background            isolated           Strait
                                                                                                       areas              Islander

                     15%     15.4%


                             2.6%                                                                                  4.4%
                             2.6%                                                                                  2.4%
                             1.4%                                                                                  1.1%
                      0%     0.7%                                                                                  0.5%

                                  2005                2006                2007                 2008           2009

Source: Planning Office
1 Load is expressed in EFTSL (Equivalent Full-time Student Load). Comparison between the UQ and DEEWR data will be unreliable as data
  published by DEEWR is based on headcount.
* UQ data on low SES students was updated in 2009 to reflect changes to the ABS classification of high, medium and low SES regions. The ABS
  classification, based postcode and income, was updated with information gathered from the 2006 census. These changes to the classification of
  postcodes classified as high, medium and low SES is responsible for the changes to the percentage of students deemed as coming from a low
  SES background relative to the percentages reported previously.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                                35
Key trends – student diversity


                 Postgraduate             Postgraduate              Architecture            Engineering               Information
                 Coursework               Research                  and Building            and related               Technology


                                                               60.4%               59.4%
                 60%                          58.3%
                           55.9%                                                                            57.9%
                                                                50.9%              52.2%
                            50.1%             51.1%
                           41.6%                                42.1%              43.2%


                             20.2%                              20.5%              21.2%
                 20%                          17.5%
                            17.3%              17.3%             16.9%             17.6%

                             2005              2006               2007              2008              2009

Source: Planning Office
1 Load is expressed in EFTSL (Equivalent Full-time Student Load). Comparison between the UQ and DEEWR data will be unreliable as data
  published by DEEWR is based on headcount.

  36                                                                                       ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
Excerpts from the Equity and Diversity Plan, 2007-2009

Improve the recruitment of students from low SES backgrounds
and Indigenous Australian students
Key Driver: Academic Registrar

NOTE: Consultation with the Director, Aboriginal and Torres Strait Islander Studies Unit will be undertaken in regard to any actions
related to Indigenous Australian students and/or communities.

                                        ACTIONS                                                        ACCOUNTABILITY

            Integrate the general and specialist UQ recruitment teams to create               Director, Office of Marketing and
            and implement an integrated strategy.                                             Communications

            Target marketing to low SES groups explaining the benefits of tertiary            Director, Office of Marketing and
            education, particularly at UQ.                                                    Communications

            Reserve places for articulation from vocational education partners to
                                                                                              Director, Student and Academic
   1.3      UQ, particularly targeting transition learning programs and recognising
            prior learning.

            Develop additional scholarships which are specifically targeted at
   1.4                                                                                        Academic Registrar
            students from low SES groups.

            Promote scholarship opportunities to potential students from low SES              Director, Office of Marketing and
            backgrounds.                                                                      Communications

            Employ UQ students to act as ambassadors who join UQ recruitment
                                                                                              Director, Office of Marketing and
   1.6      teams in building relationships with the teachers, students and families
            associated with the students’ former primary and high schools.

            Work with communities and schools to better understand the
                                                                                              Director, Office of Marketing and
   1.7      impediments and aspirations for students from low SES backgrounds
            coming to UQ.

   1.8      Identify why UQ’s current low SES students chose UQ.                              Director, The Equity Office

            Work with other universities and Government to promote higher
   1.9                                                                                        DVC (Academic)
            education to the broader community.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                       37
Appendix A

Increase the number of Indigenous Australian staff
in academic and general positions
Key Driver: DVD (Academic)

NOTE: Consultation with the Director, Aboriginal and Torres Strait Islander Studies Unit will be undertaken in regard to any actions
related to Indigenous Australian staffing matters.

                                        ACTIONS                                                        ACCOUNTABILITY

            Present the Indigenous Employment Strategy to the Senate Standing
   2.1                                                                                        Director, The Equity Office
            Committee for Equity, Diversity and the Status of Women.

            Disseminate the Strategy across the University through a series of                Director, Human Resources
            workshops.                                                                        Division

            Employ an Indigenous Employment Officer in the Human Resources                    Director, Human Resources
            Division in 2007 to coordinate the implementation of the Strategy.                Division

            Implement the Indigenous Employment Strategy including action by                  Director, Human Resources
            both central divisions and faculties.                                             Division

Increase the number of female staff at senior levels
Key Driver: Pro-Vice-Chancellor (Ipswich))

                                        ACTIONS                                                        ACCOUNTABILITY

            Acquire data on the retention of women compared with men at the                   Director, Human Resources
            University.                                                                       Division

            Conduct exit surveys with staff leaving the University to identify why
                                                                                              Director, Human Resources
   3.2      they are leaving in order to inform the development of retention

            Enhance staff induction and career development activities to
            significantly move beyond the provision of information about policies             Deputy Director, Human
            and procedures to encompass career planning, effective leadership,                Resources Division
            capacity building and mentoring.
            Create separate induction and development streams for academic
            managers and early career staff that reflect a sequential and
                                                                                              Deputy Director, Human
   3.4      hierarchical development of knowledge, skills and attitudes about
                                                                                              Resources Division
            discrimination, equal opportunity, career advancement, and related

  38                                                                                   ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
2009 HEESP-funded projects

The Commonwealth Government Higher           TERTIARY AWARENESS AND                         of Traditional Owner’s protocol and
Education Equity Support Program             FAMILIARISATION                                referencing the Nation, language
allocates funding to higher education                                                       group and geographic location of the
providers to undertake activities that       A number of projects conducted tertiary        Aborigines and Torres Strait Islanders
assist in removing barriers to access        awareness and familiarisation sessions         who appear in course content were
for disadvantaged domestic students          across the three main campuses. The            seen as two ways in which the EPIAM
and that promote equity of opportunity       overarching aim of these projects was          policy could be more effectively
in higher education. In particular, the      to familiarise high school students            embedded. Yet another project sought
program aims to increase the access          from an equity background area with            to remove barriers in the transition from
and participation of students from low       the University’s services, facilities and      undergraduate to postgraduate study for
socio-economic backgrounds, rural and        support options. During these often            Indigenous Australians. This project will
isolated areas, Indigenous Australians       day-long visits students may engage in         lead to the development of a UQ hosted
and those with a disability. It also aims    extension activities. They will also receive   website offering direction and resources
to assist in overcoming educational          specific information about pathways from       for Indigenous Australian students.
disadvantage associated with gender.         high school to university. For example,        A mentoring program connecting
                                             Languages@Large was a day-long, on-            completed and commencing students
Applications for HEESP funding are           campus tertiary familiarisation program        with staff at the Aboriginal and Torres
assessed by a committee chaired by           for Year 10 students of foreign languages      Strait Islander Studies (ATSIS) Unit along
the Senior Deputy Vice Chancellor.           and intercultural studies from high            with an Indigenous postgraduate space
Successful recipients participated in        schools located in low socio-economic          at the ATSIS unit are other possible
a Poster Session in which they were          and regional areas. In the Tertiary            outcomes.
able to showcase their initiatives to the    Awareness and Transition Program a
wider University community. In 2009,         cohort of Learning for Life and PolyVision     The Indigenous Cultural Heritage
17 different projects were undertaken        students in Years 9-12 participated            Outreach Program was designed to
across UQ. The following report is a brief   in a two-day program in which topics           foster participation in tertiary education
overview of these innovative HEESP           such as; Thinking about Uni, UQ Link           by Aboriginal and Torres Strait Islander
funded activities.                           Scholarships, essay writing and study          communities in Cultural Heritage
                                             skills were covered.                           Management (CHM) by developing a UQ
                                                                                            hosted free on-line teaching unit targeting
                                                                                            Indigenous high school students and
                                             INDIGENOUS AUSTRALIAN                          high school graduates working in CHM.
                                             STUDENTS                                       This resource has received very positive
                                             A number of projects with a focus on           feedback from Indigenous communities.
                                             Indigenous students or issues were             A project undertaken by the School of
                                             undertaken. A project undertaken by            Psychology aimed to remove barriers
                                             the School of English, Media Studies           to access by Indigenous undergraduate
                                             and Art History sought to embed the            students by developing resources and
                                             University’s EPIAM (Education Principles       materials presenting psychology as
                                             on Indigenous Australian Matters) policy.      a potential area of study. A website
                                             This project undertook an evaluation           specifically for Indigenous students to be
                                             of the degree to which Indigenous              hosted on the School’s website will be
                                             Knowledge is currently embedded                developed. It is anticipated that retention
                                             and the barriers that exist to further         of undergraduate Indigenous students
                                             embedding Indigenous Knowledge.                will be improved by the development of
                                             Formalising an Acknowledgment                  a mentoring program to be introduced
                                                                                            in 2010.

 ANNUAL REPORT ON EQUITY AND DIVERSITY 2009                                                                                        39
Appendix B

OUTREACH AND                                   FIRST YEAR EXPERIENCE                        UQ. This project found that the career
RECRUITMENT                                                                                 attitudes of students from low SES
                                               A number of HEESP projects focused           backgrounds were not substantially
An examination of the outreach and             on the first year experience and on how      different from the general student body.
recruitment activities currently undertaken    to better support students during their      An outcome of this project has been the
by UQ, the effectiveness of these and          studies. One project was based on the        production of “fact sheets” identifying
a review of best practice examples of          assumption that there is an element of       traditional and non-traditional career
tertiary outreach and community building       culture shock during the transition to       pathways. These have been embraced
constituted the focus of other projects.       tertiary education. Research indicated       and a number of faculties have now
These projects were conducted by The           that students who experience culture         placed this information on their websites.
Boilerhouse, The Equity Office and the         shock are themselves not active in
School of Education. One project aimed         identifying problems or seeking help.
to develop a UQ model of aspiration-           A key outcome of this project was the        EMBEDDING EQUITY AND
raising outreach within a community            development of an on-line module which       DIVERSITY
capacity building context focusing on the      will become a key feature of the Bachelor    Other projects aimed to embed equity
West Morton region (includes Ipswich           of Arts First Year Community website.        and diversity across the University. To
and Gatton). A related project involved        This module will emphasise the normality     further this goal the Equity Office led a
mapping current domestic student               of students’ anxieties and enable            project to develop downloadable video
outreach and recruitment activities being      commencing students to assess their          modules educating students on their
undertaken in faculties, schools and           own situation.                               rights and responsibilities with regard to
centrally across UQ. One key finding of        Student Services undertook a project         acceptable and appropriate behaviour in
this project is that while there are a range   mapping the academic progress of             social relationships on campus. Students
of activities and initiatives concentrated     students in the Jump Start Academic          will be able to access these videos from
on outreach and recruitment across             Preparation Program (JSAPP). Students        the student home page.
UQ, a lack of clarity and direction in         with a subject GPA of less than four
what is best practice was also evident.                                                     In 2009 the Faculty of Natural Resources,
                                               were contacted and offered support and       Agriculture and Veterinary Science
A perception exists that engaging in           referral advice. In 2010 this project will
effective outreach and recruitment is                                                       (NRAVS) devised a new NRAVS Equity
                                               monitor and compare the performance          and Diversity Plan. This plan will align
restricted by a lack of resources and by a     of those who were able to be contacted
lack of direction, commitment and focus                                                     the Faculty’s goals more strategically
                                               with their counterparts who were not         with the UQ Equity and Diversity Plan
from the University. A third project under     able to be contacted. Yet another
the banner of recruitment and outreach                                                      2010-2015, and will assist the Faculty in
                                               project undertaken by Student Services       embedding and integrating its strategies
aimed to open the dialogue between             aimed to assist first year students
equity practitioners and researchers.                                                       to enhance student equity more strongly
                                               from equity backgrounds by having            within Faculty and school management
This was achieved by hosting a half day        current students act as mentors and
‘roundtable’ with equity practitioners                                                      activities.
                                               role models. During 2009 this project
and researchers from the three Brisbane        focused on the recruitment of mentors,       Finally, one project specifically examined
Universities and the University of             the program preparation, including the       the vocational career services targeted
Southern Queensland.                           development of materials and advertising     to meet the needs of students with a
                                               flyers. Yet another project aimed at first   disability. The students involved in this
                                               and second year students from low            project obtained an increased awareness
                                               SES backgrounds raised awareness of          of career tools such as career planning
                                               potential career directions available to     strategies, individualised career pathways
                                               undergraduate students and highlighted       analysis and of the availability of external
                                               the careers advice services offered by       agencies.

  40                                                                                    ANNUAL REPORT ON EQUITY AND DIVERSITY 2009
    This report produced by


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