This Equity and Diversity Strategic Plan is based on the UWS vision and values and was created to implement equity and diversity principles and to make a practical difference at the coal face. Let us now briefly examine the concepts of Equity and Diversity. Equity In a university context, equity is the guarantee of fair treatment of all those with a stake in the institution (including both aspiring and current students and staff). It involves equal access to a fair share of the opportunities and resources managed by the University, unhindered by possible or perceived boundaries or by unlawful . Thus, equity involves more than simply equality. Equality is satisfied when policies are applied and resources are distributed equally, and it accepts that differences among individuals may result in variable outcomes, while equity seeks to influence outcomes by linking policies and resources to needs. Equity recognises that there are real differences among people, and it takes these differences into account to preserve fair processes, opportunities and sometimes outcomes. It does not require or imply any lowering of standards, but it takes watchful care to avoid the development of unfair practices and policies that might result in the serious underrepresentation or marginalisation of any section of the population or in disadvantages to those individuals striving to achieve their educational and professional ambitions. The maintenance of high standards of equity requires the University to maintain constant vigilance of its policies and practices relating to fairness in such areas as the admission of students, the recruitment and promotion of staff, the measurements of success, the rewards for achievement, and its relationships with the broader community. Diversity Diversity includes all the ways in which people differ. It refers to the wide variety of backgrounds, demographic categories, personal influences and experiences, as well as to the range of values and outlooks that arise from differences of culture and circumstance. It embraces all the different characteristics that constitute the individual and make each individual different from another. For example, gender, race, age, sexual orientation, social origin, caste or class, income or property, language, religion, convictions, opinions, health or disability - are all part of human diversity.
Staff supporting students training on Suicide Awareness Mental Health First Aid training is available to staff to assist them in recognising signs and symptoms of mental health problems, and to be able to provide first aid in a mental health crisis. Capital Works and Facilities, together with Equity and Diversity, recently completed a detailed audit of facilities across all campuses and now use a register as an integrated component of its development process for all projects. In 2011, the University purchased accessible buses. The Disability Action Plan was implemented in 2011, its purpose being to improve the access for people with disabilities and to provide them with equal opportunities. In the ‘UWS My Voice Survey’ questions relating to flexibility rated well amongst those staff with a disability who completed the survey and staff on reasonable adjustment plans who completed the survey. 70% of respondents with a disability and 62% of respondents who have a reasonable adjustment plan supported the question relating to whether UWS has enough flexible work arrangements to meet staff needs. Sexual and Gender Diversity The UWS has established an Ally Network, which currently has more than 70 members. The Network aims to bring about positive change for staff and students who identify as gay, lesbian, bisexual, transgender, or intersex (GLBTI). The University offers training for students and staff on issues relating to the GLBTI community. Various events, such as campus lunches and film festivals, are held throughout the year to promote an inclusive culture among UWS staff and students. The University monitors employment data, including staff recruitment, promotions and reclassifications to ensure equitable processes. For the current trends in representation of EEO groups among academic and general staff see – Equity benchmarks - Employment. Learning The current priorities of the University, as outlined in the UWS Making the Difference Strategy have a focus on learning and include ‘widening participation’, ‘student retention’, ‘student satisfaction’, ‘postgraduate students’, and ‘international students’. In relation to ‘widening participation’, UWS aims to increase the number of indigenous students and the number of students from low status backgrounds (LSES). These priorities are supported by the recommendations made in the second cycle AUQA report, which lists student retention and student satisfaction as areas of high importance. In recent years, the University has supported an array of equity and diversity projects and initiatives that are student-focused. The initiatives can be grouped under the three broad themes of widening participation, retention, and satisfaction, all of which are described in more detail below. 2015,
Promoting awareness of mentoring opportunities (e.g. MATES, Equity Buddies). Medium Existing resources Working actively with Library (HEPP funded position) and SLU on targeted academic literacy initiatives embedded in units. High LTEG and existing resources The Social Sciences places a particular emphasis on educating students about 'equity and diversity'. Medium Existing resources Staff are centrally involved in the PATHE project (Pacifika Achievement to Higher Education) through efforts of Dr Jioji Ravulo. Which is focussed on the retention and transition of Pacifika students. High Workload & widening participation funding (OWP) ADMINISTRATION ACADEMIC & RESEARCH DIVISION UWS Organisational Unit Project Project Importance Funding/resources required Pro Vice Chancellor (Education) VET Relationships VET Relationship Management: To undertake a feasibility study to gauge interest in the concept of a Further Education Advisory and RPL Centre in Western Sydney. This project will be undertaken in collaboration with TAFE (Western and South Western Sydney) and UWS College High Not specified VET Relationship Management: Develop more integrated and innovative pathways options and programs designed in conjunction with TAFE and VET providers Medium Not specified VET Relationship Management: Design more 2-way pathways for UWS students to access vocational studies as part of their degree and also gain recognition in VET courses upon completing their degree Medium Not specified VET Relationship Management: Develop more targeted options for ATSI students to access pathways High Not specified VET Relationship Management: Continue to improve what is currently in place and build further pathways options High Not specified Pro Vice (Research) Office of Research Services Building the capacity of ATSI researchers High Not specified Recruiting an ATSI Postdoctoral Research Fellow for 2012 High Not specified Improve the ‘pipeline’ of ATSI undergraduates through to Honours and HDR. To be achieved with targeted Honours scholarships High Not specified To support more effectively the academic units hosting ATSI candidates and supervisors High Not specified Pro Vice Chancellor (Engagement & International) Office of Development Ongoing promotion of opportunities to support UWS students in need and encourage greater participation in higher education and advocacy amongst donors to support the University’s vision and mission for educational access High Not specified Library