USC acknowledges the traditional owners of the lands and waters upon which our campuses are located. We pay our respects to their Elders past, present and emerging and acknowledge these locations have always been places of learning, teaching and research. We thank Aboriginal and Torres Strait Islander people for their continuing support and participation in the life of the university.
Section 1 2017 Performance Report
Introduction
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 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 provides a culturally safe space for students, staff and community members to explore identity and knowledge.
Key activities for increasing student enrolments include:
- outreach to schools and community
- developing support programs and student facilities for students
- organising cultural activities and events within University
- providing a culturally safe Aboriginal and Torres Strait Islander presence on campus and a contact point for students, staff and community members
Key activities for increasing student success include:
- providing the University with information about Aboriginal and Torres Strait Islander people, culture and knowledge
- providing academic assistance to students
- providing study equipment such as laptops and textbooks other resources for loan by Aboriginal and Torres Strait Islander students
- supporting career choices and assisting with employment options
- delivering cultural awareness workshops for Indigenous Academic Mentors (IAM)
- providing student engagement events to ease transition into university
With the exception of scholarships, all activities in this report are funded by ISSP funding and University operating budget. Specific details are provided in relevant sections.
1. Enrolments
- Strategies to improve access to university for Aboriginal and Torres Strait Islander students
UniSC strategies include: Schools Engagement Program, Community Programs & Cultural Events, and Study & Academic Pathways to USC degree programs. Details about each of these strategies are provided in the tables below.
|
Schools Engagement Program |
Description of Program and Activities |
|
Sing Shake Shuffle Years 3-6 |
· A cultural initiative that provides students with learning based on Aboriginal and Torres Strait Islander songs, dance and culture. The objective of the program is to engage students in intercultural learning to a level where students can display their learning as a performance. |
|
Murri Futures Years 7-12 |
· Experienced Aboriginal and Torres Strait Islander professionals from employment, tertiary institutions and other professional workplaces mentor students on success pathways. Targeted at increasing the awareness of educational and career options available to Aboriginal and Torres Strait Islander students. |
|
USC Buranga Camp Years 9-10 |
· An aspirations building initiative providing an opportunity for students to learn more about their strengths and sense of self through a challenging camp-based initiative. Includes activities that explore identity, relationships and decision making in a culturally safe and supportive environment. |
|
Study centres Years 7-12 |
· USC Indigenous Services hosts a number of study centres at USC Fraser Coast and USC Gympie, where teachers from local high schools and USC staff support Aboriginal and Torres Strait Islander students to complete homework and assessment tasks. The participating schools include those government schools in the Fraser Coast region as well as Gympie State High School and James Nash State High School |
|
Boys to Men Years 7-12 |
· A program that engages young male Aboriginal and Torres Strait Islander High school students to enhance Cultural Identity and to strengthen their connection to Culture through a range of activities at school or “On Country”. Sessions are facilitated by local Elders or strong male role models from the community. Boys to Men is being delivered in the Fraser Coast and Sunshine Coast Regions. |
Participation in Schools Engagement Program Activities
|
|
Number of Schools |
Number of Students |
||
|
Program & Year |
2016 |
2017 |
2016 |
2017 |
|
Murri Futures |
19 |
17 |
497 |
460 |
|
Boys to Men |
1 |
3 |
13 |
41 |
|
Visit USC: Indigenous Services |
n/a |
13 |
n/a |
57 |
|
USC Buranga Camp |
8 |
n/a |
15 |
n/a |
|
Sing Shake Shuffle |
6 |
7 |
117 |
113 |
|
Study Centres |
6 |
6 |
73 |
108 |
In addition to school engagement programs, cultural awareness is promoted on and off campus through activities which include acknowledgement of significant dates for Aboriginal and Torres Strait people and communities.
|
Community Programs & Cultural Events |
Description of Program / Event |
|
Close the Gap 2017 |
Events were held at Sunshine Coast, Fraser Coast and Gympie campuses. These events focused on Aboriginal and Torres Strait Islander health and education with a range of guest speakers and were supported by local Elders, Aboriginal and Torres Strait Islander businesses and organisations, and government agencies. |
|
National Sorry Day 2017 |
National Sorry Day was commemorated at USC Sunshine Coast campus by establishing the Sorry Day Garden and the planting of native hibiscus, the National Sorry Day flower. Butchulla Elders from Fraser Coast joined local Elders, community members, USC students and staff to pay respect to survivors of the Stolen Generations and their families. |
|
NAIDOC Week 2017 |
USC hosted an Elders Tent at the Hervey Bay Family Fun Day and Sunshine Coast NAIDOC Cotton Tree events. Staff attended NAIDOC Week flag raising ceremonies at Caboolture, Nambour, Gympie and Maryborough as well having an Aspirations Tent at each of these community’s NAIDOC events. USC staff attended each of these events to build community partnerships. |
|
Indigenous Education Symposium 2017 |
The 11th Indigenous Education Symposium focused on connecting with community and involved more than 100 people including local Elders, Aboriginal and Torres Strait Islander businesses, community members, USC staff and students over a 3-day event. |
|
Community Engagement |
Indigenous Services staff maintained contact with Indigenous representatives from organisations, industry and other sectors by regular attendance at Indigenous Networking Group meetings across all campus areas, Fraser Coast, Gympie, Sunshine Coast and Moreton Bay. |
Study and Academic Pathways to USC
A summary of the activities in this strategy are provided in the tables that follow.
|
Program Name |
Target audience |
Outline of Program |
Outcome |
|
Indigenous Direct Entry and Access Scheme (IDEAS) |
All Aboriginal and Torres Strait Islander prospective students |
All applicants identifying as Aboriginal and Torres Strait Islander are invited to participate in IDEAS. Panel interview and assessment of applicants’ skills, experience and aspirations, may lead to offer of admission into a degree program or guide applicants to consider TPP as a preparatory program. |
In 2017, over 70 formal IDEAS interviews took place which resulted in 21 enrolments to USC |
|
Tertiary Preparation Program |
All Aboriginal and Torres Strait Islander prospective students |
Prospective undergraduate students experience university life before committing to a degree program. Students undertaking TPP are provided with access to the same services and facilities offered to all Indigenous students, including additional tuition. |
88 Aboriginal and Torres Strait Islander student were enrolled in TPP in 2017 2016 – 83 2015 – 37 |
|
Headstart entry |
High school students in Years 11 and 12 |
Prospective visiting students experience university life before leaving high school. Academic credit is awarded towards USC degrees, and students gain entry into many USC degrees with successful completion of two courses. |
5 Aboriginal and Torres Strait Islander student completed Headstart in 2017. |
Indigenous Direct Entry and Access Scheme - IDEAS
70 interviews resulting in 21 enrolments
Tertiary Preparation Program
In 2017 88 Aboriginal and Torres Strait Islander students were enrolled in USC’s Enabling Program (Tertiary Preparation Pathway or TPP)
2015 - 2017 Enrolments 1 (Full Year) TP000 - Aboriginal and Torres Strait Islander Students
|
|
2015 |
2016 |
2017 |
|
TP000 Enrolments |
37 |
83 |
88 |
Headstart
In 2017 5 Aboriginal and Torres Strait Islander secondary school students were enrolled in a USC course as part of USC’s secondary participation program (Headstart).
2015 - 2017 Enrolments NH301 Visiting (Headstart)- Aboriginal and Torres Strait Islander Students
|
|
2015 1 |
2016 1 |
2017 |
|
|
|
|
|
NH301 Visiting (Headstart) |
< 5 |
< 5 |
5 |
|
|
|
|
|
1 As per federal government protocols, to avoid any risk of disseminating identifiable data, a disclosure control technique called data suppression has been utilised. Cells that have values of less than five enrolments have been primarily suppressed and annotated as "< 5" |
|
||||||
In 2017 all visiting school students enrolled in USC courses successfully passed their course.
2015 - 2017 % Passing Grades 1 NH301 Visiting (Headstart) - Aboriginal and Torres Strait Islander Students
|
|
2015 2 |
2016 2 |
2017 |
|
|
|
|
|
Passing Grades % |
< 5 |
< 5 |
100.0% |
|
|
|
|
|
1 Passing Grades % (HD, DN, CR, PS, PU). Calculated based on % of Total EFTSL (excluding Not Examined grades and Research career). |
|||||||
|
2 As per federal government protocols, to avoid any risk of disseminating identifiable data, a disclosure control technique called data suppression has been utilised. Cells that have values of less than five enrolments have been primarily suppressed and annotated as "< 5" |
|
||||||
- The rise of Indigenous Equivalent Full-Time Student Loads (EFTSL)
|
2015 - 2017 EFTSL - Aboriginal and Torres Strait Islander Students |
|||
|
|
2015 |
2016 |
2017 |
|
EFTSL |
192.7 |
240.1 |
263.1 |
- The rise of EFTSL of Aboriginal and Torres Strait Islander students from remote and regional areas
|
2015 - 2017 Remote and Regional 2 Enrolments and % 3 Aboriginal and Torres Strait Islander Student Enrolments |
||||||
|
|
2015 |
2016 |
2017 |
|||
|
|
Enrolments |
% of Total 3 |
Enrolments |
% of Total 3 |
Enrolments |
% of Total 3 |
|
Enrolments - ASGS (Remote and Regional Enrolments) |
56 |
24.7% |
70 |
25.2% |
120 |
32.3% |
|
2 The Australian Government Higher Education statistics - ASGS (Regional and Remote) |
|
|
|
|||
|
3 % of Total Aboriginal and Torres Strait Islander student enrolments |
|
|
|
|
||
- Funding of strategies
School and community engagement (outreach) activities across all USC campus regions are funded by ISSP.
1a. Summary of Scholarships and Funding Source
|
Scholarship details |
Government (ISSP)/ Private/University |
No. Allocated |
Cost ($) |
No. Awarded |
Comments |
|
Indigenous Access |
Government ISSP |
23 |
$112,79a |
23 |
|
|
Indigenous CAS |
Government ISSP |
13 |
$50,122 |
13 |
|
|
Indigenous CECS |
Government ISSP |
100 |
$201,693 |
99 |
57 new, 42 legacy award paid |
|
Indigenous Enabling CECS |
Government ISSP |
|
$7,911 |
6 |
|
|
Jaralema Scholarship |
Private |
|
$3,500 |
2 |
1 new, 1 legacy award paid |
|
Indigenous Honours / Postgraduate |
University |
|
$29,257 |
4 |
Cash payment plus tuition fee waiver |
|
Total |
|
136 |
$405,275 |
147 |
|
1a. Scholarships (2017 Breakdown)
|
Student category |
Education Costs |
Accommodation |
Reward |
Total/ |
||||
|
|
$ |
No. |
$ |
No. |
$ |
No. |
$ |
No. |
|
From Regional/ Remote |
89,658.00 |
44 |
31,656.00 |
8 |
68,656.00 |
14 |
189,970.00 |
66 |
|
From Regional/ Remote-Enabling |
5,274.00 |
4 |
|
|
|
|
5,274.00 |
4 |
|
Undergraduate |
112,034.50 |
55 |
18,466.00 |
5 |
44,136.00 |
9 |
174,636.50 |
69 |
|
Post-graduate |
|
|
|
|
|
|
|
|
|
Other |
2,637.00 |
2 |
|
|
|
|
2,637.00 |
2 |
|
Total |
209,603.50 |
105 |
50,122.00 |
13 |
112,792.00 |
23 |
372,517.50 |
141 |
Value of Scholarships awarded to Remote and Regional Students in 2016 and 2017
|
Value of Scholarships awarded by the university to remote or regional students in the 2016 academic year (Section 21(3) in the Guidelines refers) |
$ 101,144.50 |
|
Value of Scholarships offered by the university to remote or regional students in the 2017 academic year (Section 21(3) in the Guidelines refers) |
$ 195,244.00 |
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.
|
Strategies |
Outline of strategies |
Impact / Outcome |
|
Indigenous Orientation Program |
Includes academic skills workshops, campus tours and introduction to staff. This enables a culturally appropriate transition to university. |
The access rate for Aboriginal and Torres Strait Islander students at USC was 3.6% in 2016 which was higher than the Queensland (2.9%) and Australian (2.1%) average. |
|
Culturally safe student work spaces |
In 2017, USC provided two culturally safe spaces for students to work and gather. The largest space is the Buranga Centre (at USC Sunshine Coast). The Buranga Centre facilities include access to computer workstations, textbook library and private meeting rooms. The Buranga Centre also includes a common room where students can meet socially. At USC Fraser Coast the Buallum Jarl-Bah Room and Olga Miller Garden provide students with access to Indigenous Services Staff, computer workstations, and laptop loans. Students can also use this space to meet socially. |
The participation rate for Aboriginal and Torres Strait Islander students at USC was 3.1% in 2016 which was higher than the Queensland (2.5%) and Australian (1.7%) average. |
|
Regular student social events |
Events such as morning teas with Elders provide students with the opportunity to engage with community members and Elders. |
The success ratio for USC Aboriginal and Torres Strait Islander success ratio was 0.86 in 2016 which was higher than the National level of 0.84 level. |
|
Indigenous Academic Mentoring Tuition Program (IAM) |
The USC Program focuses on academic skills development and is funded through the ISSP. IAM tutoring is available on all USC campuses. |
In Semester 1, 2017 there were 58 students participating in IAM. In Semester 2, 2017 there were 52 students. |
|
Promoting wellness |
Indigenous Services staff are Referrers with the North Coast Aboriginal Cooperation for Community Health (NCACCH). NCACCH provides health services for Aboriginal and Torres Strait Islander community members in the Sunshine Coast and Gympie regions. |
23 referrals were made by USC Buranga Centre Staff of which 11 were new client referrals to the NCACCH service |
- The rise or fall of success/progression rates
2015-2017 % Passing Grades1- Aboriginal and Torres Strait Islander Students
|
|
2015 |
2016 |
2017 |
|
Passing Grades % |
73.7% |
71.9% |
68.5% |
1Passing Grades % (HD, D, CR, PS, PU). Calculated based on % of Total EFTSL (excluding not examined grades and research courses)
- The number and level (UG/PG) of study for Aboriginal and Torres Strait Islander students that received tutorial assistance in 2017. This data is provided in table 2a below.
- The size of the Indigenous Support Unit or other Indigenous student support activities
The 2017 USC Indigenous Unit staffing profile is provided below:
|
Head of Indigenous Services
|
Student Engagement Coordinator |
Student Advisors x2 Student Engagement Officers x2 |
|
|
Strategic Partnerships Coordinator
|
Partnerships Officers x2 |
|
|
Administration Officer |
2 FTE - IAM Administration & Outreach Support |
- Strategies to improve the cultural competency of staff and /or to ensure the university offers a culturally safe and enriching environment
A range of strategies are 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. Whole of University responsibilities to improve cultural competency and to offer a culturally safe environment are set out in the USC Innovate Reconciliation Action Plan.
- Activities funded by ISSP
Indigenous Education Symposium
The Indigenous Education Symposium provided USC students and staff with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures. The Indigenous Education Symposium provides all students, staff and the wider community an opportunity to learn about Indigenous education, research, history and cultural values from an Indigenous perspective.
Walk On Country
The tour provided USC students and staff with local history and stories as well as visiting and walking through areas which have been the locations of historical Aboriginal activity. These sites hold a strong connection to country for local Aboriginal people
2017 Annual National Indigenous Tertiary Education Student Games (NITESG) - 25-29 June 2017
USC Indigenous Services coordinated a team of 9 USC students and 2 staff to compete in the 2017 NITESG, hosted by Deakin University, Geelong.
Students competed in four sports across four days. The team actively raised funds as well as gaining third party sponsorship to assist with the costs of flights, accommodation, vehicle hire and uniforms.
Throughout the games USC students and staff had the opportunity to network with participants from other universities throughout Australia.
2a. Tutorial and other assistance provided (2017 breakdown)
|
Tutorial and Other assistance |
Level of study |
Number of students assisted |
Hours of assistance |
$ |
|
Tutorial Assistance |
Undergraduate |
49 (S1) 41 (S2) 90
|
1,133.80 (S1) 1,336.25 (S2) |
$54,816 (S1) $55,216.23 (S2) |
|
|
Post Graduate |
2 (S2) |
|
|
|
|
Other |
9 TPP (S1) 11 TPP (S2) 20 TPP |
|
|
|
|
Total |
112 |
2,470.05 |
$165,248.46 |
|
Indigenous Support Unit or other Indigenous student support activities |
|
Through IAM Drop-In and one-on-one sessions, 1,499 points of student contact.
Through Student Advisers, approx. 218 points of contact Sem 1 and Sem 2.
COR109 and TPP101 Learning Lounges from Weeks 6 to 12.
|
2,470.05
1.5 FTE
2xFTEs (Student Advisers)
14 hours |
$165,248.46
1.5 FTE
2xFTEs (Student Advisers)
|
|
|
Total |
Approx. 2085 points of student contact
|
|
|
3. Completions (outcomes)
- Strategies to improve award course completion of Aboriginal and Torres Strait Islander students
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.
|
|
Description |
Outcome |
|
Academic and personal assistance |
Aboriginal and Torres Strait Islander students have access to dedicated Student Adviser to assist with Confirmation of Aboriginality, enrolment enquiries and program advice. In addition, students are referred to USC specialist services for access to academic skills guidance, financial assistance, accommodation support and health and wellbeing counselling. Some of these services operate Indigenous Services premises to encourage Aboriginal and Torres Strait Islander students to participate. |
Student Advisers resolved over 200 cases of students needing assistance in 2017. |
|
Celebration of success |
USC host a Graduation Celebration for Aboriginal and Torres Strait Islander students graduating from a degree program. Students and their families attend along with executive staff, academics and professional staff. |
40 Undergraduate degrees conferred in 2017. |
|
Symposium to promote engagement |
The Indigenous Education Symposium was hosted at USC Sunshine Coast campus and involved students and staff Keynote Speakers were among the most respected Aboriginal and Torres Strait Islander academics, authors and historians from across Australia. |
Approximately 200 USC students, staff and community members attended each day of the three-day 2017 Indigenous Education Symposium. |
|
Graduate connectedness |
Indigenous Services’ Facebook page was established in 2013 for students and Alumni to connect, share information and promote events. The Facebook page also acts a resource for employment advertisements and scholarship activities. |
The Indigenous Services’ Facebook has over 500 friends which consists of current students and Alumni. |
|
Inclusive learning experience |
USC has one of the highest proportions of Aboriginal and Torres Strait Islander students of all the Australian Universities. Inclusive learning environments, culturally safe spaces and flexible multi-modal teaching and learning strategies are key to USC’s student engagement. |
In 2017, the Student Experience Survey data showed that 88.2% of Aboriginal and Torres Strait Islander students reported that USC present a high quality educational experience. |
- The rise in Program completions
|
2015 - 2017 Award Program Completions - Aboriginal and Torres Strait Islander Students |
||||
|
|
2015 |
2016 |
2017 |
|
|
Award Program Completions |
25 |
34 |
40 |
|
- Strategies connecting graduates with employment (both within and outside of the institution)
Aboriginal and Torres Strait Islander students are particularly encouraged and supported to apply for paid roles as part of USC’s students at work program. Employment is supported by USC operational funds.
In addition, the Vice-Chancellor and President’s Indigenous Advisory Committee includes representation from Aboriginal and Torres Strait Islander businesses and employers. The IAC is supported by USC operational funds.
|
Position |
Name |
Representation |
|
An Aboriginal and/or Torres Strait Islander member of University Council (Chairperson) |
Aunty Debra Bennet |
Ex officio member |
|
Vice-Chancellor and President |
Professor Greg Hill |
Ex officio member |
|
Senior Deputy Vice-Chancellor |
Professor Birgit Lohmann |
Ex officio member |
|
Pro Vice-Chancellor (Students) |
Professor Karen Nelson |
Ex officio member |
|
Aboriginal and Torres Strait Islander Community Members |
Aunty Donna Johnson
Aunty Hope O’Chin
Mr Graham Douglas
Aunty Judi Wickes
Mr Paul Calcott |
Elder, Kabi Kabi descendant
Elder and Kabi Kabi descendant
Chair, Galangoor Duwalami Aboriginal and Torres Strait Islander (Primary Health Care Service)
Elder, Sunshine Coast
Manager, Murrie Disability Advisory Network |
|
Aboriginal and Torres Strait Islander Department of Education and Training, Queensland representative |
Ms Lynn Chapman |
Community Partnerships Officer, North Coast Region Indigenous Education Unit |
|
Aboriginal and Torres Strait Islander State Government representative |
Mr Mason West Ms Sharon Barry |
Department of Natural Resources
Queensland Health |
|
Aboriginal and Torres Strait Islander TAFE/Vocational Education and Training representative |
Aunty Judith Shea |
East Coast Region TAFE Queensland |
|
Aboriginal and Torres Strait Islander Industry/Professional representative
|
Mr Toby Adams
Ms Renee Blackman
Ms Renee Crilly
Ms Lesa Stagg |
Strong Smart Solutions
Aboriginal and Torres Strait Islander Community Health Service, Mooloolah
Regional Manager, Indigenous Girls Academy
Neighbourhood Centre, Fraser Coast |
|
Manager, Australian Indigenous Mentoring Experience (AIME), USC |
Ms Belinda Crowley
|
Ex officio member |
|
Aboriginal and Torres Strait Islander representatives of Faculty (2) |
Associate Professor Sandy O’Sullivan
Ms Melody Muscat |
Faculty, Arts, Business and Law (FABL)
Faculty, Science, Health, Education and Engineering (FoSHEE) |
|
Aboriginal and Torres Strait Islander Leadership Group 2 Co-Chairs |
Vinnie Kinchela Tracy Hardy |
Ex officio member Ex officio member |
|
Head of Indigenous Services, Buranga Centre |
Dr Keane Wheeler |
Ex officio member |
|
Director, Human Resources |
Mr Mark Nugent |
Ex officio member |
|
Manager, Academic Secretariat HR Consultant |
Ms Ros Cheales Ms Lauren Hughes |
In attendance - Secretary In attendance |
4. Indigenous Education Strategy accessible by public
The following information was provided in a letter to Ms Marissa Booth in the Office of Prime Minister and Cabinet on 5 October 2107 and is summarised here with respect to section 13 of the Guidelines.
|
Section 13 of the Guidelines |
USC Response |
|
(a) include key performance indicators
|
Priority 1 in the USC Strategic Plan sets out USC’s commitment increasing enrolments and improving student success. The Strategic and Academic Plans are publicly available on the USC Web Site and provide measures relating to this strategic imperative including: the number of new Aboriginal and Torres Strait Islander students (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: annual increase in number of new Aboriginal and Torres Strait Islander students Access rates at or above national average for Aboriginal and Torres Strait Islander students. |
|
(b) prioritise increasing the number of Indigenous students enrolling in, progressing in and completing courses leading to higher education awards; and
|
The USC Indigenous Student Success Plan, sets out an integrated approach to achieving the strategic measures and targets by (1) engaging with school students and community members to promote enrolment in USC programs, and (2) promoting pathways to USC undergraduate and postgraduate programs, and to supporting the success of current students. More than 70% of USC Aboriginal and Torres Strait Islander students enrolled into higher education award programs. |
|
(c) facilitate, monitor and improve upon the inclusion of Indigenous knowledge in curricula, graduate attributes, and teaching practices; and
|
In 2016, USC committed the inclusion of Indigenous knowledge in curricula and teaching practices, through the development of a Framework and Action Plan for Embedding Aboriginal Knowledges and Perspectives and Torres Strait Islander Knowledges and Perspectives in Curriculum. The framework, was approved by Academic Board provides a whole of University approach that encompasses all programs and reaches all students. Resources have been allocated to the project and an appointment has been made to progress the work. |
|
(d) include activities for students and employees of the provider that promote cultural competency in Indigenous cultures, traditions and histories and the diversity of circumstances of Indigenous people in Australia |
These activities have been described above in Section 2. In addition 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. USC is in the process of developing cultural training modules and considering the various ways cultural learning can be provided (online, face to face workshops or cultural immersion). 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 providing opportunities for other key stakeholders and all staff to participate in cultural training.
|
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. Thus the Indigenous Education Strategy does not appear as a single entity but its component parts are addressed as set out in the table above.
USC’s 2017 Annual Report has been released Key Performance Indicators and reporting relevant to Indigenous Education are found on pages 11 (new Aboriginal and Torres Strait Islander enrolments), 12 (access rates for Aboriginal and Torres Strait Islander students), and 28 (meaningful engagement with Aboriginal Communities).
5. Indigenous Workforce Strategy accessible by public
USC currently has had an Indigenous Employment and Career Development Strategy in place for some years. In addition, during 2017 the Vice-Chancellor and President approved an Indigenous Employment Pathways Strategy.
During 2018, USC intends to review and refresh the Indigenous Employment and Career Development Strategy to include key performance indicators. In 2018, USC will work towards increasing the number of Aboriginal and Torres Strait Islander employees to at least 3% of the total number of employees, which is consistent with the percentage of Indigenous students. The recruitment of the Dean of Indigenous Education and Engagement. Aboriginal and Torres Strait Islander Leadership provides for at least one Indigenous person as a Senior Staff member. The University’s current Indigenous Employment and Career Development Strategy describes USC’s commitment to increasing the recruitment, development and support of Aboriginal and Torres Strait Islander people in academic and professional roles in higher education. The Strategy was informed through community and staff consultation and reflects the employment priority areas originally identified by the Indigenous Higher Education Advisory Council. Human Resources is responsible primarily for the implementation of the Indigenous Employment and Career Development Strategy.
Faculty and Cost Centre Managers work with Human Resources to ensure that the indicators of the Indigenous Employment and Career Development Strategy are achieved. The Indigenous Employment and Career Development Strategy is publicly accessible on the USC website at www.usc.edu.au/iecds. The key objectives of the IECDS are:
- To build upon the successes of the earlier “Employment and Participation Strategy for Indigenous Australians at USC”
- To reflect the employment priority areas identified by the Indigenous Higher Education Advisory Council (IHEAC)
- To ensure a work environment where respect for cultural, social and spiritual systems practised by Indigenous Australians enriches the activities of USC
- To foster a culturally diverse workforce that is reflective of Australian society
- To be recognised as an employer of choice by Indigenous Australians
- To contribute to reconciliation with Indigenous Australians and communities.
Implementing culturally effective initiatives to increase the number of Aboriginal and Torres Strait Islander people employed at USC is a priority area under the Indigenous Employment and Career Development Strategy (Objective 1). The actions under this Strategy include:
- Ensure all USC vacancies are circulated to Indigenous community networks and employment officers
- Develop career services that enhance the employment outcomes of Indigenous graduands, including work experience and internship opportunities at USC
- Promote USC’s commitment as an EEO employer to prospective employees, particularly Aboriginal and Torres Strait Islander people
- Ensure selection panel members have demonstrated knowledge and understanding of Indigenous Australian societies and culture
- Ensure support mechanisms are in place for Indigenous staff and their supervisors (eg. cultural awareness training, mentoring and orientation programs)
- Provide flexible employment arrangements to allow Indigenous staff to meet cultural responsibilities
Supporting current Aboriginal and Torres Strait Islander to pursue and achieve their professional goals and potential is also a priority area under the Indigenous Employment and Career Development Strategy (Objective 2). The actions under this Strategy include the following:
- Training needs of Indigenous staff are identified in their Professional Performance Review meetings
- Peer mentoring of Indigenous early career researchers
- Increased scholarship opportunities for Indigenous postgraduate students
- Targeted promotion of the study and research assistance schemes available to Indigenous Australian staff
- Expansion of staff skills and experience through professional development, job rotation and secondment opportunities
- Establish an Indigenous employee support network
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.
To further improve on the recruitment and retention of Aboriginal and Torres Strait Islander staff members, the USC Indigenous Employment and Career Development Strategy is undergoing review with a new Strategy expected to be developed in 2018. This will include renewed measures of success and timeframes.
5a. Indigenous workforce data (2017 breakdown)
While universities report on the number of Indigenous staff members through mainstream reporting requirements, the additional information below provides enhanced monitoring of the University’s efforts in building its Indigenous workforce.
|
Faculty/Division |
Permanent |
Fixed-Term & Casual |
|
||
|
|
Academic |
Non-academic |
Academic |
Non-academic |
Totals |
|
Faculty of Arts, Business & Law |
3 |
0 |
4 |
1 |
8 |
|
Faculty of Science, Health, Education & Engineering |
2 |
1 |
5 |
0 |
8 |
|
Indigenous Services |
0 |
3 |
0 |
16 |
19 |
|
Student Services & Engagement |
0 |
3 |
0 |
3 |
6 |
|
Corporate Services |
0 |
1 |
0 |
1 |
2 |
All |
5 |
8 |
9 |
|
43 |
6. Indigenous involvement in decision-making
|
Indigenous Governance Mechanism requirements |
USC Response / Actions |
|
(a) consist of: § an appropriately qualified senior academic employee of the provider who is an Indigenous person; or § an appropriately qualified senior executive employee of the provider who is an Indigenous person; or § a committee constituted by a majority of Indigenous persons, each of whom has skills and experience relevant to the role; and
|
As foreshadowed in our letter to PMC of 5 October 2017 (Attachment 1), USC has established a position of Dean, Indigenous Education and Engagement. Recruitment for this role is underway with an expectation that interviews will take place in early June 2018.
The Role Description is attached to this submission. (Attachment 2) |
|
(b) have responsibility for advising on, reviewing, making recommendations about, and monitoring the use of ISSP grants; and
|
This responsibility is part of the Dean Indigenous Education and Engagement’s responsibilities. |
|
(c) have authority within the governance structure of the provider; and
|
The Dean will be a member of USC Senior Staff and report directly to the PVC(Students) and PVC(Engagement), both PVCs report directly to the VCP. |
|
(d) have a charter that outlines: § criteria for appointment; and § roles and responsibilities; and § decision-making processes.
|
The role description for the Dean, Indigenous Education and Engagement sets out the appointment criteria and roles and responsibilities of the position. |
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 2017 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). Refer to the Indigenous Advisory Committee Terms of Reference.
- The Chairperson of the Indigenous Advisory Committee is a member of 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 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.
|
2017 Indigenous Advisory Committee Meetings and Agenda |
|
|
Date |
Agenda items |
|
21 February |
· Innovate Reconciliation Action Plan 2017-2019 Report · Closing the Gap Report · USC Indigenous Employment Strategy |
|
27 June |
· Report on strategic community partnerships – Closing the Gap, National Reconciliation Week and Sorry Day · Science and Innovation update · USC Aboriginal and Torres Strait Islander Student Leadership Committee · Revised Aboriginal and Torres Strait Islander Research Ethics Guidelines · Acknowledgements |
|
5 December |
· Status Report on the Innovation Reconciliation Action Plan 2017-2019 deliverables from January – October 2017 · Indigenous Services Engagement Activities Progress Report · USC Aboriginal and Torres Strait Islander Student Leadership Committee |
Student Representation (2 identified positions).
- The Aboriginal and Torres Strait Islander Student Leadership Group was formed during 2017.
- The two Co-Chairs of the Student Leadership Group are members of the whole of University Student Representative Council.
- The two Co-Chairs are members of the VCPs Indigenous Advisory Committee
- 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.
Human Research Ethics Committee (1 Aboriginal and Torres Strait Islander member)
- 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.
During 2017, the Head of Indigenous Services reported directly to the Pro Vice-Chancellor (Students) and was a key member of the PVC(S) Portfolio Leadership Team. The Head is responsible for supervising and developing services that improve the education outcomes of Aboriginal and Torres Strait Islander people, and the provision of cultural advice and expertise to the University.
6a. Statement by the Indigenous Governance Mechanism
The 2017 ISSP Performance Report and the 2017 Acquittals Report have been prepared in the form, and contain the information, specified by the administering officer.
At the time of reporting USC did not have an Indigenous Governance Mechanism and is therefore unable to provide the statement as required in the Guidelines at 17(2)(b).
The PVC (Students), Professor Karen Nelson, has prepared the report under delegated authority of the VCP.
We understand that the administering officer may request additional or further information from USC and we undertake to provide that information within the 10 days as specified.
Section 2 2017 Financial Acquittal
- Income (excluding GST)
|
Item |
Actual ISSP ($) |
Estimate other funds ($) |
TOTAL ($) |
|
ISSP Grant 2017 |
1,529,764 |
|
1,529,764 |
|
Rollover of funds from previous years |
|
|
|
|
Interest earned/ royalties |
|
|
|
|
Sale of assets |
|
|
|
|
(include other categories as appropriate e.g. HEPP for other funds) |
|
29,257 |
29,257 |
|
A. Total Income 2017 |
$1,529,764 |
$29,257 |
$ 1,559,021 |
- Expenditure (excluding GST)
|
Item |
Actual ISSP ($) |
Estimate other funds ($) |
TOTAL ($) |
|
Salaries |
955,405 |
209,723 |
1,165,128 |
|
Administration |
|
|
|
|
Travel – domestic |
15,549 |
3,413 |
18,962 |
|
Travel – international |
|
|
|
|
ISSP Asset purchases |
|
|
|
|
Conference fees and related costs |
|
|
|
|
(other major expenditure categories ensuring breakdown sums to total at B below) |
454,635 |
57,680 |
512,045 |
|
|
|
|
|
|
B. Total Expenditure 2017 |
$1,425,589 |
$ 270,816 |
$ 1,696,135 |
|
C. Unexpended funds PM&C agreed to rollover |
|
|
|
|
D. Unexpended Funds to be returned to PM&C |
$104,175 |
|
|
|
E. TOTAL ISSP Funding use (B+C+D) |
$1,529,764 |
|
|
Note: A-E must equal zero
Section 3 Higher Education provider's contact information
Professor Gary Thomas
Phone: +61 7 5456 5887
Email: gthomas4@usc.edu.au