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          2006 Equity and Diversity Progress Report

Faculty                Faculty of Business and Economics

Completed by

Professor Helen De Cieri / Ms Alison Richardson / Ms Katherine Mitchell and
members of the Faculty of Business and Economics Equity and Diversity

Phone number/s                    9903 2013 / 9903 2625

Endorsed by Faculty Equity and Diversity Committee on Friday 9 March 2007

Approved by____________________________________________
                      (Dean or senior nominee)

Date approved__________________________________________

                                                                      Page 1 of 26
Faculty Equity and Diversity Initiatives and Progress Report 2006

For Equal Opportunity Committee

Faculty of Business and Economics

Professor Helen DeCieri
Department of Management, Faculty of Business and Economics
Phone: (03) 990 32013

Date 30 / 03 /2007

The Faculty is supportive of the University’s Key Equity Principles as
demonstrated by:

1. Please provide examples of the Equity and Diversity issues and
   outcomes addressed in the past 12 months at Faculty Executive
     Faculty Executive has discussed and adopted recommendations of the Faculty
     Equity and Diversity Committee. Over the past year, Executive supported adoption
     of the pathways program for indigenous students. Executive also discussed and
     allocated funding towards a number of specific programs designed for supporting
     students at risk. In addition, Executive clarified processes for funding support for
     staff with disabilities.
2. Please list other Faculty Committees dealing explicitly with Equity and
     While all Faculty Committees may deal with equity and diversity issues as may be
     appropriate, the major areas of activity are in the following Committees:

     The Scholarly Resources Committee deals with equity and diversity issues related to
     areas such as technology access and use, and web access.

     The Education Committee deals with equity and diversity issues related to various
     areas of educational policies and initiatives.

     The Quality and Educational Innovation Committee deals with equity and diversity
     issues related to areas such as processes for ensuring quality in education, and
     addressing student equity issues.

3. Which Faculty Operational Planning documents contain strategies
   supporting Equity and Diversity? Please list the document and
   associated strategies:
     The Faculty Operational Plan 2006 – 2008 outlines a number of strategies with
     associated targets for enhancing student and staff equity. Specifically:

                                                                                Page 2 of 26
     Section 1 of the Plan addresses goals and outcomes for Education; the Faculty has
     outlined the following strategies and targets:

             Strategy 2.1 – Strengthen and enhance relevant pathways into awards as a
              means of attracting the most talented students irrespective of their means and
              o       Actions –
                   i.    Continue to work with pathway institutions to ensure the Faculty’s
                         programs are appropriately and effectively marketed to prospective
              o       Targets –
                   ii. improve take up of scholarships and ensure allocation of 100% of
                         scholarship funds;
                  iii. working with Arts and CAIS, in 2006 complete the design of a
                         transition program aimed at Indigenous students to offer the program
                         for the first time in 2007;
                  iv. during 2007, scope the extension of this project to other students from
                         equity groups, with particular emphasis on first generation university

             Strategy 2.2 – Implement strategies identified through focus groups and other
              mechanisms to improve the quality and timeliness of staff feedback on student
              o       Actions –
                   i.    Hold focus groups or other events to identify strategies to improve
                         feedback on assessment;
                  ii.    Review reports by the Assessment Working Party with a view to
                         development of ‘best practice in assessment’ materials, including
                         training for teaching staff.
              o       Targets –
                   i.    improve the Faculty’s performance on the MEQ in relation to timely,
                         quality feedback on assessment.

             Strategy 2.3 – Through the Faculty’s Education Office, strengthen the
              engagement of students with the Faculty.
              o       Actions –
                   i.    Secretariat to continue use of eVote system to strengthen student
                         representation on Faculty Board and other Faculty committees;
                  ii.    Strengthen and enhance consultation with students about curriculum
                 iii.    Review student representative experiences at the end of terms of
                         office to ensure that the best value for students is derived from
                 iv.     Work with student associations, clubs and societies to ensure these
                         are adequately supported by the Faculty.
              o       Targets –
                   i.    Improve the response to MEQ questions relating to students feeling
                         part of the University community;
                  ii.    Increase mean student response to the MEQ questions relating to a
                         sense of belonging to the university community and satisfaction with
                         their study experience;
                 iii.    Revised Graduate School of Business counseling service to be in
                         place by November 2005.

             Strategy 2.4 – Reduce the number of students appearing before the Academic
              Progress Committee.

                                                                                    Page 3 of 26
              o      Action –
                     i. Develop initiatives to promote early identification of students at risk
                        and develop or strengthen mechanism to provide support and reduce
                        the number of students with unsatisfactory academic progress.
              o      Targets –
                  i.    Reduce by 5% the number of students appearing before APC through
                        strengthened induction and transition programs;
                 ii.    2005 % 2006 pilot project for early identification of students at risk
                        through self-diagnostic tool including involvement with Language and
                        Learning Services;
                iii.    By end 2006, run support programs for students in any programs with
                        higher numbers of student with unsatisfactory progress.

             Strategy 3.3 – Orientation and induction program in education and literacy for
              international students.
              o        Action –
                    i.    In 2006, design and develop and extended orientation and induction
                          program for international students to meet national best practice
                          standards. Pilot program in February 2007 and develop funding model
                          to allow for wider roll-out of program in February 2008;
                   ii.    Hold a bi-annual graduate induction program;
                  iii.    Ensure workshops are run by Language and Learning Services;
                  iv.     In 2006, develop and GSB referral service for students experiencing
                          study difficulties. Track students using the service to ensure they
                          receive appropriate follow-up assistance. Develop a time series to
                          gauge effectiveness of referral and follow-up services and adapt these
                          as necessary.
              o        Targets –
                    i.    ‘Best practice’ orientation program for international students piloted
                          with 30 new graduate student in February 2007;
                   ii.    Seek feedback on seminar content via survey;
                  iii.    In 2006, via the GSB referral service, contact all students with one or
                          more fail in their program. Counsel and identify appropriate follow-up
                  iv.     In 2007, increase the number of students using the referral service
                          prior to first fail by 10%;
                   v.     In 2007, work with LLS to further develop workshops tailored to the
                          needs of BusEco students.

             Strategy 5.1 – Continue the development of international case study materials
              for inclusion in the global degree and/or other parts of the curriculum.
              o        Action –
                    i.    Create a budget for case study development

             Strategy 5.2 – Continue internationalization of the curriculum focusing on
              implementation of the University’s ‘Internationalization of the Curriculum’
                o Actions –
                   i.    In the Faculty’s global Bachelor of Business and Commerce degree,
                         continue to fund unit curriculum development including face-to-face
                         meetings with representation from all five campuses where the degree
                         is taught;
                  ii.    Provide academic and financial resources to support staff who wish to
                         further internationalize their unit content.
              o       Targets –

                                                                                      Page 4 of 26
                     i.     By June 2006, complete development of a model for internationalising
                            the curriculum.

4. Please provide names and contact details of staff who are allocated the
   responsibility of disseminating Equity and Diversity information to staff
   and students across all campuses/ departments/ schools?
     Committee members have this responsibility. Please see the Equity and Diversity
     Committee membership list for 2006 and the membership for 2007, embedded

      edc-membership-200 edc-membership2007
            6.doc               .doc

5. Please list all Equity and Diversity awareness raising programs
   facilitated by the Faculty during 2006
     Equity and diversity issues are brought to the attention of faculty members thorough
     a variety of mechanisms. For example:
          Faculty broadcasts have included information about training programs and
           services available.
          Committee members have responsibility for disseminating equity and diversity
           information across campuses/departments/schools.
          An Equity and Diversity newsletter based on minutes is distributed to members
           for discussion at their work group meetings.
6. Please provide details of the strategies utilised to encourage staff to
   complete the EO online training program
     The importance of completing the EO online training program was highlighted at a
     Faculty Executive Committee during 2006 with a request that Head of Departments
     and Schools to disseminate this information at staff meetings.
     In addition:
                Folders with pre-reading and distributed to each campus
                Posters have been placed on notice boards
                Links have been emailed to staff
                Our Department reps have answered queries on the training
     Staff completion rates for the EO online training program have been monitored and
     the program continues to be promoted to faculty members, e.g. via faculty
     broadcasts and committee members’ reports to their departments.
7. Which Position Descriptions have included Equity and Diversity
     Since the Student Equity Officers and the Disability Contact Officer act in those
     capacities as an addition to their roles as members of administrative staff, these
     extra responsibilities are not included in their administrative position descriptions.
     However, a position description has been developed for student equity officers in
     consultation with the Deputy Manager, Student Administration.
8. Please list the Equity and Diversity roles which have been formally
   acknowledged in work programs (general staff) /engagement profiles

                                                                                      Page 5 of 26
     (academic staff) eg. members of the faculty Equity and Diversity
     Committee/Discrimination and Harassment Grievance Advisers/Student
     Equity Officers/Disability Contact Officers/Indigenous Education or
     Employment Contact Officers
     One of the Faculty’s three Discrimination and Harassment Advisors has her
     responsibilities included in her Performance Management documentation.
     Members of the Equity and Diversity Committee may include their membership in
     their work programs/engagement profiles.
     Faculty has recently appointed a Disability Liaison Officer.
9. How is the Faculty Equity and Diversity Committee positioned within the
   Faculty structure?
     The Faculty Equity and Diversity Committee is one of a number of committees that
     directly report to the Faculty Executive. The Chair of the Equity and Diversity
     Committee is a member of Executive. Minutes from our meetings are forwarded to
     the Faculty Executive and distributed to staff as an item on each Department
     meeting or via email.


10 Please provide examples of how information on discrimination, sexual
   harassment, victimisation and vilification and the University
   Discrimination and Harassment Grievance Advisers has been regularly
   distributed to all staff and students throughout the Faculty?

Department representatives on the Faculty Equity and Diversity Committee regularly
communicate and report back to Department/Staff meetings on University and faculty
policy regarding matters such as discrimination, sexual harassment victimization and
vilification. For example, in 2006 Department representatives recommended that all staff
should complete the University’s On-line EO training program, which consists of the
following discrete modules:

          Legal overview
          Disability law and access
          Sexual harassment and the law

According to statistics kept by the Equity and Diversity Centre, the Faculty has the
highest number of staff who have completed this training, and the highest percentage of
on-line trained staff. Staff completion of the on-line training has been made a priority for
2007, with the on-line modules to be rolled out to general staff in 2007.

The Faculty Equity and Diversity Committee meets regularly and regular feedback from
the Committee to departmental staff is ensured through the permanent presence of EDC
as a committee-report agenda item on all department meeting agendas.

The other important communication medium used by the Faculty to disseminate
information to staff and students is the internet. Faculty Broadcasts, emails, newsletters
and the Monday Notices Bulletin are all used to promote Equity and diversity training
opportunities, and all staff are encouraged to take advantage of these opportunities.
Details of the Vice Chancellor’s Equity and Diversity Awards and other EO-related

                                                                                  Page 6 of 26
opportunities (eg. Advancing Women in Research Seminars) and information (eg.
appointment of new contact officers) are also advertised through these fora.

All new staff employed in the faculty, including sessional staff, are provided with an
introduction kit in printed form which contains details of University and Faculty policies
on Equal Opportunity, discrimination and harassment, victimization and vilification.
Details of University Discrimination and Harassment Advisers and how they may be
contacted are also included.

A new student induction kit provided to all students upon enrolment in the Faculty
contains details in printed form of University and Faculty policies on Equal Opportunity,
discrimination and harassment, victimization and vilification. Details of University
Discrimination and Harassment Advisers and how they may be contacted are also
included. Information about the Student Equity Officer network is distributed to new
students with welcome packs at enrolment, and to continuing students at re-enrolment.

In the HR network various relevant information is distributed across the Faculty i.e.
workload documents, promotion, workload, staff and student numbers, and gender

Several proposals initiated in 2006 are anticipated to lead to actions in 2007:

    In order to further ensure that awareness of equity issues is raised amongst the
     student population, the Student Equity Officers have produced a PowerPoint slide
     about the SEO network to be distributed to all staff for showing at core unit lectures
     as of semester 1, 2007.
    It is proposed that information about student equity issues and the SEO network be
     included in the next edition of the Q-manual, which is the Faculty’s guide for
     students’ learning and research.
    A table will be set up during Student Orientation week in Semester One 2007
     providing information about cross-cultural communication.
    Another proposal for 2007 is to introduce cross-cultural awareness training for

The Faculty’s Student Equity Officers comprise a network that stretches across all
campuses where the Faculty operates. The SOE network regularly reports to and
communicates with the Faculty ED Committee. Faculty Student Equity Officers receive
regular training and most recently have agreed to participate in the University’s new
Mental Health First Aid workshop, offered through the Staff Development Unit.

                                                                                  Page 7 of 26

11 Please provide details of how your Faculty has monitored its Web
   content and design to ensure they meet the Monash accessibility

     The Faculty Webmaster is responsible for monitoring compliance with this issue.
     The Monash template is designed to ensure compliance and the webmaster reviews
     and audits this on a regular basis.

11a. What resources are available to assist staff with a disability or medical
condition to negotiate reasonable accommodations in the workplace? Do
you have a DCO and how have they been publicised/promoted?
     The DCO details are published on the Faculty Equity & Diversity website. Staff have
     been informed about the DCO in Faculty Broadcasts and any subsequent relevant
     inquiries have been referred to the DCO.
     HoDs and Department Managers actively consider and disabilities in accommodation
     and equipment resourcing and work towards achievement of OSH&E objectives for

11b. What training have staff within your Faculty attended in relation to
inclusive practices/disability?
     At the time of writing this report, the Faculty of Business & Economics has not yet
     participated in the inclusive practices/disability training. This issue has been tabled at
     the Equity & Diversity committee meeting for action as quickly as possible.
     Staff have attended Monash programs when available i.e. Mental Health training and
     also Equity Law Process training.

11c. Please provide progress on the Faculty responsibilities associated
with particular strategies as identified in the University Inclusive Practices
Disability Plan.

Objective: To provide incoming students with admission, enrolment and orientation
processes which are inclusive of people who have a disability

The Faculty has well established processes for enrolment which are inclusive of people
who have a disability. The Faculty has completed a cycle of course reviews during
which inclusive educational practices were considered. In 2007, the Faculty will
commence work on a revision of the core undergraduate curriculum to better integrate
content, to embed academic and generic skill development and to ensure enhanced and
inclusive teaching practice.

Objective: To promote the University as an organisation which supports the employment
of eligible people who have a disability

The Faculty is fully compliant with University policy and practice in its employment and
professional development of staff.

Objective: To develop the University as an organisation which supports its entire staff,
including those who have a disability.

                                                                                    Page 8 of 26
The Faculty is fully compliant with University policy and practice in its employment and
professional development of staff.

          Physical access and design functions are considered for staff with disabilities i.e.
           desk height and location of office to facilities.
          Some staff able to work from home.
          In particular circumstances additional equipment is purchased for staff to
           access on multiple locations.


12(i) What did analysis of your student equity data reveal?

A comprehensive analysis of this data has been unavailable at the time of writing
this report.

12 (ii) Please provide details of initiatives arising from this analysis.
A comprehensive analysis of this data has been unavailable at the time of writing
this report.

12(iii) Do students have membership of the Faculty Equity and Diversity
Yes. The Committee has one student representative position.
12(iv) Do the Faculty’s Student Equity Officers have membership of the
Faculty Equity and Diversity Committee?
Each Australian campus of the faculty has a designated Student Equity Officer. These
officers are members of the committee, and attend the EDC meeting(s) of the committee
on their campus.

12(v) Please describe other student equity initiatives such as faculty
scholarships and bursaries for disadvantaged students, flexible
arrangements for students with work and family responsibilities,
awareness raising programs and attendance at training provided by the

          To develop deeper understanding of the needs of the current cohort of students
           and to more specifically and directly address their needs, an analysis of the
           requests for special consideration submitted by students is in progress.
           Identification of the needs of particular groups of students will be kept in mind as
           Faculty processes and programs are developed. The analysis may also provide
           information to be used proactively to guide the development of support programs
           offered to the student body.

          To cater for student equity and diversity, Monash now has in place procedures to
           allow students to enter courses on the basis of their academic potential, rather
           than solely on their academic achievement. While this applies for commencing
           students, there is no process in place for current students who wish to transfer
           into Business and Economics courses from other Monash faculties. Some
           students enter courses with the ambition to transfer to their course of choice. It is
           anticipated that the faculty will develop a pilot program to cater for equity and

                                                                                     Page 9 of 26
           diversity in transferring students. The plan is that a small number of places will be
           designated for students fitting the equity and diversity category. The pilot will also
           recognize that such students may require strong academic support as they make
           their transition to Business and Economics courses, as occurs with students
           admitted to the faculty through the Indigenous Students’ Pathway program. Thus,
           a support program will also be developed for such students, most likely with the
           collaboration of CALT.

          An important aspect of faculty studies and assessment is group projects, in which
           students are required to work collaboratively with other students. The project
           teams are often cross-cultural, including local, English speaking background
           students, and international students for whom English is a second or foreign
           language. To assist students from all backgrounds to develop cross cultural and
           group work understandings and to work successfully in groups, a one-page sheet
           will be developed. The presence of this document will be communicated to
           academic staff who may wish to use it in their teaching and distribute it to their
           students. It will also be made available for staff on the website of the faculty
           Education Office. If required, programs to develop students’ cross cultural and
           group work understandings will also be put in place.


13(a) What did analysis of your faculty data (gender by level) reveal?
      Please follow the hyperlinks to choose relevant faculty. All files open
      in MS Excel

The following statistics have been drawn from the relevant files for this Faculty.
General Staff
Number and Percentages of Women

Between 2005 and 2006,
    while there were very high percentages of women at HEW 3 to 5, there
     were 3% and 2% decreases at HEW 3 and 4 respectively, and a 6%
     decrease at HEW 5.
    the percentage of women was unchanged at HEW 6 while at HEW 7 there
     was a 5% increase, and a 3 % decrease at HEW 8.
    there was a 17% increase of women at HEW 9 and a 6% decrease at
     HEW 10 and above.
    overall, the percentage of women decreased from 76% to 74%.

Appointment Type (2006)
   For each of HEW 3 to 6, a lower percentage of women than men were in
     continuing positions.
   For each of HEW levels 7 to 9, a higher percentage of women than men
     were in continuing positions.
   Overall, 83% of women compared to 80% of men were in continuing

Work Status (2006)

                                                                                    Page 10 of 26
          For each of the HEW 3 to 10 no more than one man was part-time while
           the percentage of part-time women decreased from 50% at HEW 3 to 13%
           at HEW 8.
          At HEW 9, all the women were full-time and at HEW 10 and above all men
           and women were full-time.
          Overall, 28% of women compared to 6% of men were part-time.

Academic Staff
Number and Percentages of Women
Between 2005 and 2006
    there was a 1% decrease of women at Levels A, a 1% increase at Level B
     and a 3% decrease at Level C.
    at Level D, the percentage of women increased by 1%, while at Level E
     and above, there was a 4% increase.
    overall, the percentage of women remained the same at 35%.

Appointment Type (2006)
   lower percentages of women than men where in continuing positions at
     Levels A and C, while the percentages were approximately the same at
     Level B.
   at levels D and E and above, higher percentages of women than men
     where in continuing positions.
   overall, 70% of women compared to 74% of men were in continuing

Work Status (2006)
   The percentage of part-time women decreased from 37% at Level A to 3%
     at Level C while that for part-time men decreased from 29% at Level A to
     6% at Level B.
   All men at Level C and all women at Level D and E and above where full-
     time, while 9% of men at level D and 8% at levels E and above were part-
   Overall 15% of women compared to 10% of men were part-time.

13(b) Did the proportion of female academic staff at Level D (associate
      professor) and above match the faculty progress indicator for female
      representation at senior academic levels for this year?
           Twenty-two per cent of women were at level D and above in 2006, thus
           matching the faculty’s progress indicator for female representation at
           senior academic levels for 2006.

13(c) What gender issues have been identified in the following
      employment areas within your faculty?

                                                                          Page 11 of 26
Recruitment and selection

The numbers of women and men recruited at each level to this faculty during the
year are shown in Table 1 below.

        Table 1. Recruitment to the Faculty, by Gender and Level
         2006                  Women            Men
         General Staff
         HEW3                      2             0            2
         HEW4                     17             1           18
         HEW5                     18             13          31
         HEW6                      7             4           11
         HEW7                      5             4            9
         HEW8                      5             4            9
         HEW9                      1             2            3
         HEW10                     1             1            2
         Academic Staff
         Level A                  20             16          36
         Level B                  11             14          25
         Level C                   5             3            8
         Level D                   0             8            8
         Level E                   0             0            0
         Total                    92             70         162

Possible issues for further investigation include the following:

    In some instances, women many be less likely to be recruited/promoted to
     certain levels (i.e. senior levels) than men because there no female applicants
     available to apply for these positions.

    In some instances, women may be less likely to be recruited to senior levels
     in relation to their existing representation at senior levels in comparison to
     senior men.

    For each new position filled, information on the number of male and female
     applicants, the number of males and females interviewed and the gender of
     the successful applicant can be sought and used to investigate if gender
     equity principles are being implemented at each stage of the recruitment and
     selection process. However, this information is available at department level
     but is not held in a central database.

    In some Departments there is a proactive search for suitable women
     candidates for example a folder has been created with senior women in the
     Marketing across the world and many women were contacted directly to apply
     for vacancies.

    Training and Development

                                                                          Page 12 of 26
     Within the faculty, no formal career development programs are offered
      specifically to women. However, members of the faculty may participate in
      University-wide programs for Career Advancement for Women, such as the
      Mentoring program and the Shadowing program and external programs such
      as ATEM.

     Men and women do not participate in different types of training opportunities; All
      types of training offered in the faculty are available to both men and women.

     For academic staff, women and men have the same access to OSP leave.

     For all staff, women and men are provided with the same opportunities to
      develop through workload policies, distribution of training funds, secondment,
      acting in higher duties, stretch assignments (e.g. working parties, taskforces),
      mentoring, and conference attendance.

     There are many informal networks and mentoring relationships.

     Some Departments have specific workshops for staff i.e. teaching and ECR
      research workshops.

     There has been a focus on improving Performance Management in
      Departments and supervisors have had specific training.

     Departments all now have Managers who are refining and developing and
      clarifying policy and procedures.

     The new Faculty Administrative Committee shares best practice across the
      Faculty and organizes Manager training programs.

     Lads and Dads education program for men was circulated throughout the

Workforce Participation

The numbers of women and men at each academic and HEW level in the Faculty
are shown in Tables 2 and 3.

    Table 2. Workforce Participation in the Faculty, by Gender and HEW Level

                           Level                2006

                                           F    M      %F
                       1&-                 1     0     100
                       2                    -    -       -
                       3                   4     1      80
                       4                   43    5     89.6

                                                                           Page 13 of 26
                       5                    54    18     75
                       6                    27    8     77.1
                       7                    28    18    60.9
                       8                    8     6     57.1
                       9                    6     4      60
                       10 & +               4     5     44.4
                       Total               175    65    72.9

Table 3. Workforce Participation in the Faculty, by Gender and Academic

                       Level                     2006

                                       F         M      %F
                       A              38          55    40.9
                       B              43          68    38.7
                       C              33          57    36.7
                       D              14          35    28.6
                       E&+             7          38    15.6
                       Total         135         253    34.8

                                                                Page 14 of 26
    There is an apparent difference in the percentage of women with tenured
     positions and the percentage of men with tenured positions, as shown in Table 4.

           Table 4. Appointment Type by Gender and Level

 1     Appointment Type (Tenure/Contract) by Gender and Level (Academic) as at 31/3/06

                                           Female                                Male
     Level            Tenure          Contract      Total   % Ten   Tenure   Contract   Total   % Ten
 A                       17                21        38     44.7      28       27        55      50.9
 B                       33                10        43     76.7      52       16        68      76.5
 C                       27                6         33     81.8      52       5         57      91.2
 D                       11                3         14     78.6      27       8         35      77.1
 E&+                      6                1         7      85.7      29       9         38      76.3
 Total                   94                41       135     69.6     188       65       253      74.3

 2     Appointment Type (Tenure/Contract) by Gender and Level (General) as at 31/3/06

                                           Female                                Male
     Level            Tenure           Contact      Total   % Ten   Tenure   Contract   Total   % Ten
 HEW 1&-                  1                0         1      100       -         -         -        -
 HEW 2                    -                 -         -       -       -         -         -        -
 HEW 3                    2                2         4       50      1         0         1       100
 HEW 4                   34                9         43     79.1     4         1         5        80
 HEW 5                   48                6         54     88.9     17        1         18      94.4
 HEW 6                   23                4         27     85.2     8         0         8       100
 HEW 7                   25                3         28     89.3     14        4         18      77.8
 HEW 8                    7                1         8      87.5     5         1         6       83.3
 HEW 9                    5                1         6      83.3     3         1         4        75
 HEW10&+                  0                4         4       0       0         5         5        0
 Total                  145                30       175     82.9     52        13        65       80

                                                                                         Page 15 of 26
    The numbers of women and men who work part-time and full-time are shown
     in Table 5.

           Table 5. Work Status by Gender and Level
 1     Full-time/Part-time Work Status by Gender and Level (Academic) as at 31/3/06

                                                Female                       Male
          Level                  FT        PT     Total   %PT     FT    PT    Total        %PT
 A                               24        14       38    36.8     39   16     55          29.1
 B                               38        5        43    11.6     64   4      68           5.9
 C                               32        1        33     3       57   0      57            0
 D                               14        0        14     0       32   3      35           8.6
 E&+                             7         0        7      0       35   3      38           7.9
 Total                          115        20      135    14.8    227   26     253         10.3

 2     Full-time/Part-time Work Status by Gender and Level (General) as at 31/3/06

                                                Female                       Male
          Level                  FT        PT     Total   %PT     FT    PT    Total        %PT
 HEW 1&-                         0         1        1     100      -    -       -            -
 HEW 2                            -         -        -      -      -    -       -            -
 HEW 3                           2         2        4      50     1     0       1            0
 HEW 4                           23        20       43    46.5    4     1       5           20
 HEW 5                           38        16       54    29.6    17    1      18           5.6
 HEW 6                           23        4        27    14.8    7     1       8          12.5
 HEW 7                           23        5        28    17.9    18    0      18            0
 HEW 8                           7         1        8     12.5    6     0       6            0
 HEW 9                           6         0        6      0.0    3     1       4           25
 HEW10&+                         4         0        4       0     5     0       5            0
 Total                          126        49      175     28     61    4      65           6.2

    The numbers of women and men who work as casuals/sessionals are shown
     in Table 6.

         Table 6. Casual/Sessional Employment by Gender and Level
       As at 09.02.07                   Women        Men
       Casual General Staff                                 19          6             25
       Casual Research Assistants                           65          35           100
       Sessional Teachers                                   32          52            84

       Total                                                116         93           209


                                                                                      Page 16 of 26
    The promotion application and promotion success rates for women and men
     at each academic level are indicated in Table 7.

Table 7. Application and Promotion Success Rates by Gender and Level
                                  Women         Men
                                       Number of
                   Level B                       1
                   Level C           6           8
                   Level D           1           4

                                  Level B              1 (100%)
                                  Level C    5 (83%)    7 (88%)
                                  Level D   1 (100%)    2 (50%)

    Based on these data, and considering it against Table 3, there appear to be
     no substantial differences in the application and promotion rates for women
     and men.

Conditions of Service

    Comparing female and male pro-rata earnings by full-time equivalence across
     levels, there is pay equity between female and male staff.
    Men and women are equally likely to have access to over-award payments,
     allowances, bonuses and other employment benefits.

    The treatment of part-time workers in terms of development and promotional
     opportunities is an item to be considered by the Faculty’s Equity and Access
     committee in 2007. At present, it is not known whether part-time workers
     have the same access to training and development opportunities as do full-
     time workers.

Representation of Women on Decision Making Bodies

Faculty Executive currently comprises 9 Women and 14 Men. The Executive is
chaired by the Dean (Professor Gill Palmer).

Faculty Board currently comprises 22 Women and 39 Men. Faculty Board is
chaired by the Dean (Professor Gill Palmer).

                                                                        Page 17 of 26
Table 8. Faculty Senior Management Staff

                                                     Women              Men
Dean                                                   1
Deputy Dean                                            1                    3
Associate Dean                                         1                    3
Head of Department                                     2                    4
Head of School                                         2                    2
Course Directors                                       1                    2
Director, GSB                                                               1
Executive Manager                                         1
Faculty Manager                                           1
Faculty Finance Manager                                                     1

Research Grants

    Data for ARC Discovery grant application and success rates for women and
     men are shown below in Table 9. Data for other grants are unable at the time
     of submission of this report.

      Table 9. Applications in 2006 for ARC Discovery Projects for funding
                 commencing 2007 in Business and Economics

                                            Number of         Number of         % successful
                                           applications       successful
         Men                                   19                  3               16%
         Women                                  4                  0               0%
         Women with men                         6                  1               17%

Based on available data, it appears that:

    Workloads are distributed equitably to ensure that all staff have access to
     appropriate research time, teaching leadership and committees and service
    Women have the same opportunities to participate in research activities as
     men (i.e. invited to participate in collaborative projects, mentored by senior
     academic staff with strong research profiles, receiving appropriate information
     and training on writing grant applications, etc).
    With less PhD qualified women there are less women in HDR supervisory
    Individually women have not been as successful as men to establish industry
     grants and relationships.
    Publication output (quality/quantity) per academic is less from women.
    RQF rankings – women are not publishing at the desired level to be included
     in groupings.

                                                                                         Page 18 of 26
Arrangements for Pregnant, Potentially Pregnant and Breastfeeding

    Policies/conditions/services provided by the University for pregnant and
     breastfeeding employees has been promoted but awareness could be
     enhanced, or become more widespread, with further promotion in 2007.

13(d)      Please provide details of programs/initiatives which have been
           implemented to address these issues and to assist with achieving
           this year’s progress indicator. Examples of EOWA best practice are

Recruitment and selection
After reviewing the Faculty’s recruitment and promotion data, it appears that the
university policy to target women applicants is not always implemented or not
always achieved by departments. When departments advertise positions, they
must be reminded of this policy. In 2007, career advancement for women will be
a priority area for the ED Committee, which will include attention to strategies
such as mentoring for women and career development opportunities.

Training & Development

Equity and Diversity issues are addressed in relation to training and development
in several ways:

    The Performance Management Scheme is used to inform, support and review
     academic staff of appropriate career development strategies.
    Where appropriate, training/skills development programs are offered to
    Women within the faculty are encouraged to participate in University
     programs for women (e.g. University-wide mentoring scheme for women).

However, it is suggested that supervisors and heads of departments could be
encouraged to pay greater attention to equitable access to training activities and
the specific requirements of female staff.

Workforce Participation

Equity and Diversity issues are addressed in relation to workforce participation in
several ways:

    Senior staff in the faculty are made aware of the representation of women at
     each academic level and in particular, at senior academic levels (Levels D
     and E).
    The faculty provides regular information to supervisors and staff of the
     availability of flexible work arrangements (timetables, cross campus teaching,
     teaching modes) and the procedures for their implementation. However, this
     is an area in which there is perhaps more to be done.

                                                                         Page 19 of 26
    The faculty has a part-time work policy to ensure that staff on fractional
     appointments have appropriate workloads that are balanced to ensure
     opportunities for research and professional development.
    The faculty has investigated the reasons for differences between male and
     female staff in relation to tenured appointments and developed
     recommendations for ensuring that access to this employment benefit is
    Equity across committee representation.

However, one area that could receive further attention is in relation to casual and
sessional staff members. For example, casual and sessional staff numbers
could be monitored by gender.


Equity and Diversity issues are addressed in relation to promotion in several

    There are mechanisms in place or under consideration so that female staff
     considering promotion have the opportunity to be mentored through the
     process by a more senior staff member.
    Staff are informed of the provisions within the academic promotion guidelines
     that relate to relevant circumstances and the ways in which promotion
     committees are required to evaluate achievements relative to opportunity.
    There is faculty specific information on academic promotion and workshops
     are provided to assist staff with the development of their application.
    There are workload formula calculations which reflect expectations according
     to level so that there is an appropriate distribution of teaching, research and
     service amongst staff.
    In formation on whether academics who work part-time are equally mentored
     and encouraged to apply for promotion is not available at the time of
     finalisation of this report. The Equity and Diversity Committee will investigate
     this in 2007.
    The Faculty have been developing a set of expectations for promotion of staff
     from A-D.
    Supervisors and head of departments are encouraged to identify women who
     are ready for promotion, to assist them develop their portfolio and to
     encourage them to apply.

Conditions of Service

Equity and Diversity issues are addressed in relation to conditions of service in
several ways:

    A faculty policy is under development relating to the equitable distribution of
     above-award conditions and allowances which is open and transparent and
     includes the monitoring of outcomes in terms of gender equity.
    Efforts are currently underway to investigate ways to encourage and support
     women into roles that attract above-award conditions. For example,
     investigations will consider whether both male and female staff are
     encouraged to undertake management and supervisor training.

                                                                          Page 20 of 26
    There are strategies in place to encourage and support women into activities
     that enhance their promotional prospects (attendance at international
     conferences, exchange and outside study programs).
    Supervisors and heads of departments are encouraged to ensure that
     suitable women are well represented in succession plans for the faculty.
    Women have the same access to apply for Market Loadings, performance
     pay and above loading.

Representation of Women on Decision-Making Bodies

Equity and Diversity issues are not explicitly addressed in relation to
representation of women on decision-making bodies. Perhaps there could be
some awareness-raising of issues such as:

    Monitoring gender balance on faculty committees and working groups and
     reporting to Faculty Executive.
    Auditing Committee Terms of Reference and amending where appropriate to
     ensure gender balance in membership.

Research Grants

Equity and Diversity issues are being addressed in relation to research grants in
several ways:

    An early career researcher network at faculty level has been established to
     provide peer mentoring opportunities.
    The issue of early career and inactive researchers receiving relevant
     professional development and career planning from appropriate staff such as
     performance supervisors or heads of schools is an item for the Faculty’s
     Equity and Access committee to consider in 2007.
    Although the faculty does not provide information sessions at faculty level
     which cover topics such as grant application writing, getting published and
     promoting your work, this is done at the university level, and is done within
     some departments.
    In 2007, the Faculty Equity and Diversity Committee will consider ways to
     encourage senior staff members with strong research profiles to include more
     female colleagues on their research teams.
    All University level seminars and information sessions on research are
     promoted widely amongst staff in the faculty.
    Small internal grants are made available to early career-researchers so that
     they have an opportunity to develop or strengthen a research track record.
    In 2007, the Faculty Equity and Diversity Committee will consider ways to
     support academic women returning from maternity leave in re-establishing
     their research careers through appropriate workload management and
     resource allocation.

Arrangements for Pregnant, Potentially Pregnant and Breastfeeding

                                                                        Page 21 of 26
    Staff who are pregnant or breastfeeding are provided with information
     regarding the University’s policies and support services, although the
     departments could do more to raise staff awareness of these arrangements.

13(e) Please provide information on the progress of faculty
      responsibilities and strategies as identified in the Inclusive Practices
      Equal Opportunity for Women in the Workplace Plan 2005-2010.

Objective 1: An organisational culture that is inclusive of women
Promote the purpose and role of the Vice Chancellor’s Taskforce on the
Advancement of Women at Monash (VCT), the Equal Opportunity Committee
(EOC), the Inclusive Practices Workplace Equity Committee (IPWEC), faculty
Equity and Diversity Committees and any other relevant committees or programs
that support EOWW at Monash.

This has been discussed at the Faculty Equity and Diversity Committee and
disseminated to departments.

Incorporate EOWW principles and measures, with identified priority areas, into
faculty operational and divisional strategic plans.

This item will be considered by the Faculty’s Equity and Access committee
in 2007.

Strengthen the role and provide appropriate resources to faculty Equity and
Diversity Committees to identify faculty and departmental relevant EOWW
issues, and implement and monitor strategies to address these issues.

This item will be considered by the Faculty’s Equity and Access committee
in 2007.

Report to Equal Opportunity Committee and Council on the progress of faculty
EOWW measures, utilising the Equity and Diversity Initiatives and Progress
annual reporting proforma.

This is in progress.

Identify key decision-making and faculty committees which do not have an
equitable representation of women and utilise the Senior Women’s Online
Register to locate potential candidates for representation on these committees

The Chair of the Faculty’s Equity and Access committee will take this
suggestion to Faculty Executive in 2007.

Objective 4: Career advancement for women

                                                                      Page 22 of 26
Provide specific and local career development programs for women, such as
mentoring schemes, within faculties where women are under-represented.
This item will be considered by the Faculty’s Equity and Access committee
in 2007. Career Advancement for Women is a priority area for the ED
Committee in 2007.


14(a) The centrally-recorded data on workplace arrangements that have
   been approved during the previous year are available online. Please
   note any issues that have arisen from your faculty’s data.
     Analysis of the Faculty data (see Tables 10 and 11 below) shows that the
     take up of the workplace flexibility options available to staff is low. This is
     consistent with the take up across the university more generally. Female,
     general staff members are most likely to take up flexibility options compared
     to their male counterparts. In contrast, while two female academics have
     taken up maternity leave, few female academics have taken up other
     flexibility options. In contrast a small number of male academic staff have
     opted for flexibility options.
     Departments have internal workplace arrangements such as time in lieu and
     overtime payments and other flexibilities available in team environments.

  Table 10. Faculty of Business and Economics Workplace Flexibility Usage by
                                  General Staff
Workplace Flexibility Option    Gender Staff      Level    % of staff x
                                         Numbers           gender x level

                                                                   F           M
Voluntary reduced working year (44/52)     F     1        05      1.85%       0%
Voluntary reduced working year (46/52)     F     1        05      1.85%       0%
Voluntary reduced working year (48/52)     F     2        04      4.65%       0%
                                           F     1        05      1.85%       0%
                                           F     1        06       3.7%       0%
                                           F     2        07       7.1%       0%
Voluntary reduced working year (50/52)     F     2        04      4.65%       0%
                                           F     1        06       3.7%       0%
                                           F     1        07       7.1%       0%
Faculty Maternity/                         n/a   7       n/a       4.0%
Adoption leave (all maternity leave)                             (n=175)
Parental Partner leave                     n/a   1        07
Pre-natal leave                             F    5        05     18.52%       0%
                                           F     1        06       3.7%       0%
                                           F     2        04      4.65%       0%
                                           F     1        07       7.1%       0%

                                                                           Page 23 of 26
Pre-retirement participation                                                  0%         0%

    Table 11. Faculty of Business and Economics Workplace Flexibility Usage by
                                   Academic Staff

Workplace Flexibility Option                  Gender   Staff     Level     % of staff x
                                                       Numbers             gender x level
                                                                               F          M

Voluntary reduced working year (44/52)                    0
Voluntary reduced working year (46/52)
Voluntary reduced working year (48/52)          M         1      Level E                2.63%
Voluntary reduced working year (50/52)          M         1      Level A                1.82%
Faculty Maternity/                              n/a       2        n/a       1.48%
Adoption leave (all maternity leave)                                        (n=135)
Parental Partner leave                          n/a       2      Level B
Pre-natal leave                                           0
Pre-retirement participation                    M         2      Level B                2.94%
                                                M         1      Level E                (n=68)

14(b) Please provide the number of applications for flexible workplace
     arrangements during the previous 12 months including applications
     for reduced hours on return from parental leave.
        Refer to Question 14(a) above for details.

14(c) Please identify any other flexible working arrangements in your
     Faculty, such as compressed working fortnight or flexible working

        Within some parts of the Faculty there is a Rostered Day Off policy in place.
        The collection of this data is issue is currently under review, as the Faculty
        does not have in place a system for monitoring or capturing this data.

EMPLOYMENT                      AND        CAREER     DEVELOPMENT        FOR       INDIGENOUS

15. The Faculty of Bus/Eco has one Indigenous academic in the Department of
    Management and has recently employed an Indigenous community member
    on a casual basis. It is anticipated that this Indigenous community member
    will be the faculty's 2007 Indigenous trainee. A start date for the traineeship
    will be determined by the Faculty.

15a Please provide information on Faculty initiatives for the recruitment of
 Indigenous Australian staff that have been identified and/or implemented
 and their delivery schedule to assist with achieving the University’s
 numerical target?

                                                                                      Page 24 of 26
15b Please provide information on Faculty initiatives to support career
 development for Indigenous Australians
15c Please provide information about discussion at Faculty Executive
    about the number of ongoing positions made available to Indigenous
        The Faculty is committed to improving its current positioning in relation to the
        University’s objectives for indigenous employment. To this end further strategies
        were developed in 2006 although, for a variety of reasons, progress has been

        To improve communications and understanding of the major issues surrounding
        indigenous employment between the Faculty and AIE the Faculty Manager
        accepted an invitation to participate in the Advancing Indigenous Employment
        Steering Committee.

        During the course of the year the Student Services team interviewed an indigenous
        applicant for a HEW 5 Course Advisor position in the Caulfield Student Services.
        The position was offered to the applicant but the offer was subsequently declined.

        Student Services Clayton office employed an indigenous staff member as a casual
        for two months from 5 July to 5 September 2005. This employee was offered a
        position with the Community Law Service in the last week of their casual
        employment. The team manager provided a reference.

        The Faculty has also expressed its strong support for the introduction of
        indigenous traineeships and, as a member of the Steering Committee, have liaised
        with AFL Sportsready who have been chosen to provide this service for the
        University. In anticipation of our future employment of a trainee through this
        scheme a position description has been prepared and a training program
        developed. Plans are also in place for the planned supervisor of the trainee and
        the other team members to undertake Indigenous Cultural Awareness course. A
        mentoring program has also been developed for the trainee. For the remainder of
        2006 the Faculty was required to wait for University approval of the scheme and a
        suitable applicant to emerge. It is hoped that the program can be fully
        implemented in 2007.

        The Faculty employed an indigenous Senior Research Fellow within the
        Department of Management. His initial appointment was later extended for a 12
        month period from December 18, 2006 to December 17, 2007 via a special
        allocation split 50% from the Faculty and 50% from DVC and Vice President
        Research (Edwina Cornish). Dr Dennis Appo is employed specifically on research
        that focuses on increasing the participation rate for Indigenous people in the social
        and economic activities of Australian society. He will also provide mentoring and
        supervision for PG indigenous students and mentoring for undergraduate
        indigenous students.

                                                                                  Page 25 of 26

Faculty Priorities

Please report on the progress in achieving the three identified Faculty
Priorities for 2006.

1. Monitor the implementation of the Indigenous Pathways Program to
ensure it is ready for intake in February 2007.

Completed by Semester 2, 2006. There is currently a student studying in the Faculty
who entered via the program.

2. Monitor the implementation of the Advancing Indigenous Employment
Strategy, and raise awareness of the Advancing Indigenous Employment
Policy and Strategy among academic and administrative staff.

The Faculty Human Resources Unit, Department Managers and Heads of Departments
were briefed on the Strategy. The Faculty has recently accepted an Indigenous Trainee.

3. Seek to raise the profile of workplace equity issues, especially in relation
to promotion of women and work-life flexibility within academic
Departments, particularly in areas with significant under-representation of
women at senior levels.

This issue has been raised and discussed at Faculty Executive on a number of occasions.
Progress on this matter remains a priority of the Faculty Equity and Diversity Committee.
Please highlight the top three Faculty priorities for 2007 as identified by the
Equity and Diversity Committee, and briefly describe the background,
implementation process, timelines and expected impact.

1. Career Advancement for Women (including places for women at upper levels within
   the faculty),
2. Equity Concerns for Sessional Staff (including access to training, career paths, and
   linking to the broader university strategy),
3. Equity Concerns for Students, including opportunities and facilities available,
   mentoring, language issues and accommodation; issues for international students
   are to be highlighted.

Other Initiatives

Please identify any other supporting programs that have enhanced equity and
diversity for students and staff, e.g. relevant seminars, community involvement,
or publications.

Workload and engagement profiles are based on equity across Departments.

                                                                            Page 26 of 26

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