USC’s Strategic Plan 2016-2020 affirms a commitment to the advancement of Aboriginal and Torres Strait Islander peoples and respect for Australia’s first nations peoples, their cultures, and knowledge systems. The remit of the USC Indigenous Services team is to enhance the access and participation of Aboriginal and Torres Strait Islander people at USC (increase student enrolments) and to promote and support the academic success of enrolled students (increase student success). Indigenous Services also provide a culturally safe space for students, staff, and community members to explore identity and knowledge.

The University of the Sunshine Coast has campuses on the Sunshine Coast (Sippy Downs), the Fraser Coast (Hervey Bay), Caboolture, Southbank (Brisbane), and Gympie. The University will open a new campus Moreton Bay (Petrie) in 2020.

USC Aboriginal and Torres Strait Islander Student Data

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¹ Aboriginal and Torres Strait Islander students as a percentage of domestic students (all and commencing)

² Regional/Remote (ASGS) Aboriginal and Torres Strait Islander students as a percentage of all Aboriginal and Torres Strait Islander based on a student’s permanent home residence

³ Excludes Interim grades

⁴ Based on domestic students who have completed an Award program

1. Enrolments (Access)

Strategies to improve access to university for Aboriginal and Torres Strait Islander students.

USC strategies include Schools Engagement Program, Community Programs, and Cultural Events and Study and Academic Pathways to USC degree programs. Details about each of these strategies are provided in the tables below.

Throughout 2018, Indigenous Services have designed and implemented several initiatives aimed at building school students’ sense of belonging and self-belief, while developing underlying career aspirations. Some of the highlights from this suite of programs include:

• The delivery of two residential camps. The USC Buranga Leadership Camp for Year 11 and 12 students were held at APEX Camp at Mudjimba from 9-11 April. The Buranga Camp for Year 9 and 10 students were held at QCCC Mapleton 9-11 November.
• Design and delivery of a Cultural Maths and Sacred Geometry pilot program for primary and high schools in the Sunshine Coast region. Siena Catholic College and Maroochydore SS were involved in the first of these programs
• Collaboration between Urangan SHS/Girls Academy, Oz Tag (Sport for Thought), and USC HPSA for a pilot in Term 3 for students engaged in the Girls Academy program
• USC hosted the first QATSIF Graduation for Year 12 scholarship recipients attending schools in the North Coast Region (Pine Rivers to Bundaberg)
• Engaging current USC Aboriginal and Torres Strait Islander students as ambassadors to assist with the delivery of programs. These students are now also working as USC Ambassadors with M&EE.

In addition to school engagement programs, cultural awareness is promoted on and off campus through activities that include the acknowledgement of significant dates for Aboriginal and Torres Strait people and communities.

Study and Academic Pathways to USC 

1a  Scholarships (2018 breakdown)

The following scholarships table reports on scholarships funded by 2018 ISSP funding. Grandfathered scholarships made available under quarantined allocations are not included.

 The difference in value between 2017 and 2018 was the restructuring of the ISSP scholarship values between 2017 and 2018. In 2017 USC ran with the same value of the CSP-funded scholarships, therefore the values were much higher. In 2017 we paid 23 students the old IAS equivalent scholarships worth a total value of $112,792. This was replaced in 2018 onward with the new structured Indigenous Equity Bursary where we supported 66 students with a total value of $66,000. We also had a significantly higher PG payment - $29,257 in 2017 vs $7,590 in 2018.

2017 we supported 51 students with Education Costs, 5 students with Accommodation Costs, 23 students with IAS/Reward Bursaries with a total value of $248,854.75

2018 we supported 49 students with Education Costs, 3 students with Accommodation Costs, 66 students with Equity/Reward Bursaries with a total value of $155,090.20

2. Progression (access and outcomes)

USC has deployed a range of strategies to improve the success and retention of Aboriginal and Torres Strait Islander students. These strategies and relevant impacts / related outcomes are summarised in the table below.

The 2018 USC Indigenous Support Unit staffing profile

Indigenous Services had the following staffing complement

Cultural Competency

 A range of strategies is provided to improve the cultural competency of staff and to ensure USC Offers a culturally safe and enriching environment. Some, but not all, of these activities, are coordinated/provided by the Indigenous Services team. The whole of the University's responsibilities to improve cultural competency and to offer a culturally safe environment are set out in the USC Innovate Reconciliation Action Plan.

See the list of activities – Community Programs and Cultural Events at section 1. These activities are funded through ISSP.

2a. Tutorial and other assistance provided (2018 breakdown)

The Indigenous Academic Mentor (IAM) program is predominantly a tuition program. USC has been running the program in this form since the new funding arrangements were established in 2017. The IAM is flexible, student-centred, and focused on successful transition to university and building academic performance in the student cohort.

Indigenous Services employs approximately 17 mentors per semester to operate the program. The majority of mentors hold postgraduate qualifications and induction includes Indigenous cultural awareness training.

The IAM utilises the centralised Client Relationship Management (CRM) system used at USC to support the Student Experience. The CRM links to Student Hub and is used to record student engagement across services at the university.

There are three primary points of access for students to receive assistance:

• Paired mentoring involves the allocation of an academic mentor to a student to receive specialised assistance relevant to a student’s program and courses.
• A Drop-in service enables students to access more general academic assistance through a mentor who is rostered to work between business hours.
• An Outbound service is delivered to check in on students and provide an additional point of access for assistance.

 Types of assistance provided under the IAM program

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3. Completions (outcomes)

Indigenous Services deploys a range of academic and personal support strategies to improve award course completion of Aboriginal and Torres Strait Islander Students. These are outlined in the table below.

4. Indigenous Education Strategy accessible by public

USC has a distributed approach to meeting the requirements of an Indigenous Education Strategy   This is to ensure that there is a whole of institution responsibility for increasing the access, participation, success and retention of Aboriginal and Torres Strait Islander Students.

University Strategic Plan

In 2018, USC updated its Strategic Plan 2019 – 2022 setting out its commitment to increasing enrolments and improving student success. Measures relating to this strategic imperative include the number of new Aboriginal and Torres Strait Islander students (a measure based on internal full-year data); access rates for Aboriginal and Torres Strait Islander students (measures based on external full-year data benchmarking USC’s performance nationally). Targets include: the annual increase in the number of new Aboriginal and Torres Strait Islander students Access rates at or above the national average for Aboriginal and Torres Strait Islander students.

The Academic Plan

USC’s Academic Plan includes the promotion and inclusion of Aboriginal and Torres Strait Islander knowledge across the university’s curriculum. This work is supported by a framework and action plan. This work is overseen by the Deputy Vice-Chancellor (Academic).

USC has USC Innovate Reconciliation Action Plan 2017 – 2019  which aims to build meaningful and respectful relationships with Aboriginal and Torres Strait Islander people and is fundamental to USC’s commitment to social justice set out in the Strategic Plan.

RAP Action 8 focuses on training and development for all staff to increase diversity capabilities around Aboriginal and Torres Strait Islander cultures, histories, perspectives and achievements. During 2018, USC piloted cultural awareness training using an external consultancy firm. The evaluation of the pilot is being used to inform the delivery of training in 2019.

Key RAP deliverables include training resources and a calendar of opportunities for staff to participate in anti-racism training. As part of this, all RAP Review Committee members will undertake cultural learning activities as well as provide opportunities for other key stakeholders and all staff to participate in cultural training.

5. Indigenous Workforce Strategy accessible by public

USC’s Indigenous Employment and Career Development Strategy

USC is redeveloping its Indigenous Employment and Career Development Strategy. This work will be undertaken in consultation with Aboriginal and Torres Strait Islander staff.

Under this framework, the total number of Aboriginal and Torres Strait Islander staff has increased from 32 (1.85%) in 2016 to 43 (2.15%) in 2017. In 2018, there were 42 Staff representing 1.94% of the total staff at USC.

In 2018 the university appointed its inaugural Dean, Indigenous Education and Engagement and established an Indigenous Staff forum.

In 2018 the University of the Sunshine coast had a full staff cohort of FTE:  1077.5 and Headcount:  1173. Both of these figures exclude casual/sessional staff.

5a. Indigenous workforce data (2018 breakdown)

6. Indigenous involvement in decision-making

Professor Gary Thomas PhD PFHEA commenced as Dean Indigenous Education and Engagement in June 2018. As the senior Indigenous Australian appointment at the university, he holds responsibility for advising on, reviewing, making recommendations about, and monitoring the use of ISSP grants and occupies a position of authority within the governance structure of the university.

The Dean is a member of USC Senior Staff and has a dual reporting line to the PVC(Students) and PVC(Engagement), both PVCs report directly to the Vice-Chancellor and President.

The Dean is a member of the Academic Board; Learning and Teaching Committee, Senior Staff Committee, the USC Higher Education Academy Fellowships Advisory Board, Engagement Committee for Moreton Bay Campus, and a regular invite to the research Committee.

The Dean is the responsible officer for legislative acts and requirements pertaining to Aboriginal and Torres Strait Islander peoples and cultures.

Effective arrangements for Aboriginal and Torres Strait Islander people to participate in institutional governance and decision making is a key strategy of the University and detailed actions are set out in the USC Reconciliation Action Plan.

In 2018 the following activities involved Aboriginal and Torres Strait Islander people in the decisions of the university, curriculum development and/or evaluation/review.

University of the Sunshine Coast Council (1 Aboriginal and Torres Strait Islander community Elder of 19 members)

• Council is the University’s governing body determining and overseeing the vision and strategic direction of the University.

 Vice-Chancellor’s Indigenous Advisory Committee (13 Aboriginal and Torres Strait Islander members of 20 members).

• The Chairperson of the Indigenous Advisory Committee is a member of the University Council who is of Aboriginal and Torres Strait Islander descent.
• Membership includes Elders as well as representatives from community, government, professional and industry bodies, academic institutions, and Indigenous academic staff and students of USC.
• The Indigenous Advisory Committee makes recommendations to, and advises, the Vice-Chancellor and President on policy matters relevant to Aboriginal and Torres Strait Islander people engaging with the University. The role of the Committee is to provide strategic advice and guidance on the achievement of outcomes for Indigenous students and staff, and research and curriculum matters.

  2018 Indigenous Advisory Committee Meetings and Agenda
  Date	Agenda Items
  22 February	Reports – Chairperson, Vice-Chancellor and President; Indigenous Services; Indigenous Student Leadership Committee AIME AURORA Indigenous Scholars Study Tour Innovate Reconciliation Action Plan 2017-2019 Report Universities Australia – Indigenous Strategy
  8 August	Reports – Chairperson, Vice-Chancellor and President; Dean, Indigenous Education and Engagement Advancing Education in North Coast Region – QLD Department of Education Innovate Reconciliation Action Plan 2017-2019 Report Indigenous Workforce Data Report
  6 December	Reports – Chairperson, Vice-Chancellor and President; Dean Indigenous Education and Engagement; USC Aboriginal and Torres Strait Islander Student Leadership Committee Submission – Joint Select Committee on Constitutional Recognition Cultural Competency Training Indigenous Art Proposal for Moreton Bay Campus Widening Participation Initiatives

Student Representation (2 identified positions)

• The Aboriginal and Torres Strait Islander Student Leadership Group was formed in 2017.
• The two Co-Chairs of the Student Leadership Group are members of the whole of University Student Representative Council.
• The Committee is a student representative forum convened by the Office of the PVC(S) which informs the Vice-Chancellor about issues of relevance to student learning and the student experience. It also provides advice on the annual prioritisation of Student Services and Amenities Fee allocations.
• The two Co-Chairs are members of the VCPs Indigenous Advisory Committee
• Aboriginal Student Representative was the Undergraduate Student Representative to Academic Board and the Equity & Diversity Committee

 Human Research Ethics Committee (2 Aboriginal and Torres Strait Islander members)

• The University of the Sunshine Coast Human Research Ethics Committee (USC HREC) is responsible for ensuring that research involving humans is conducted ethically and that the welfare and rights of human participants in research are protected.

Faculty of Science, Health, Education and Engineering: Aboriginal and Torres Strait Islander Education Advisory Committee (10 Aboriginal and Torres Strait Islander members including 3 Elders)

• An advisory committee to the USC School of Education established as part of the implementation of USC More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) goals.

6a. Statement by the Indigenous Governance Mechanism

As Chair of the Vice-Chancellor’s Indigenous Advisory Committee and on behalf of the members of this committee I am pleased to make the following statement.

USC continues to demonstrate its commitment to providing opportunities for Aboriginal and Torres Strait Islander people to engage with all parts of the university. As students, community partners, researchers and staff. 2018 saw USC confer awards on 51 Aboriginal and Torres Strait Islander people. The university established an Aboriginal and Torres Strait Islander staff forum as an additional consultative mechanism. We have appointed our first Dean of Indigenous Education and Engagement, Professor Gary Thomas.

The statements provided in this report are supported by the Indigenous Advisory mechanism.

Ms Debra Bennett

Chair Vice-Chancellor’s Indigenous Advisory Committee

The University of the Sunshine Coast consistently strives towards excellence. The 2018 statistics demonstrate its ever-improving strengths in Aboriginal and Torres Strait Islander Education, especially for students, staff and community. I applaud Indigenous Services for their outstanding contribution. Moreover, I have been pleased to personally witness this continuing growth throughout my nineteen-year involvement with USC.

Aunty Judi Wickes

Community Elder / Mentor