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SocialInclusion – the UTAS context
Prof Sue Kilpatrick
& Dr Susan Johns
• Building aspirations,
• Providing opportunities, and
• Creating a supportive environment – in which all students with the ability to
succeed at university are enabled to realise their potential
Defining social inclusion for UTAS
Centre for University Pathways and Partnerships
To build connections, networks and cultural capital to assist individuals with successful transition, participation, retention, and outcomes
Access to networks and social cohesion promote better socio-economic outcomes for individuals (Coleman 1990), communities and regions (Putnam1993)
Purpose of social inclusion
Centre for University Pathways and Partnerships
• Tasmania is a low SES state with low rates of participation in higher education
• single university in the state - UTAS responsibility to increase educational attainment, address disadvantage
• grow UTAS, generate critical student mass • include and support success of international
students
Imperatives for UTAS
Centre for University Pathways and Partnerships
• Australian government agenda:• Focus on target groups – disadvantaged,
such as SES, disability, Indigenous, rurality• National targets for increased participation in
higher education (Bradley Report - 20% low SES enrolments in higher education by 2020; 40% of 25-34 year olds to have Bachelor or above by 2025)
Imperatives for UTAS
Centre for University Pathways and Partnerships
• Strengths-based
• Social inclusion is more than access– engagement, empowerment
• Range of activities – aspiration building, pathways, curriculum
renewal, staff PD, etc.
• Requires community engagement and collaboration
Considerations for developing a social inclusion strategy
Centre for University Pathways and Partnerships
2009-2011 Equity and Diversity Plan (covered staff and students)
• UTAS statement of values 2011• Strategic Plan for Learning and Teaching 2012-14• March 2012: Social inclusion discussion paper • August 2012: commenced development of
support plan (student focus)• Open to Talent: Strategic plan 2012-onwards• Relevant policy and legislation, eg. disability,
equal employment opportunity
UTAS ‘social inclusion’ agenda
Centre for University Pathways and Partnerships
Students- expand and diversify student cohort (high
achievers, non traditional, international)
- renewed curriculum (cultural competence, pathways)
- student experience (equitable and inclusive environment)
Open to Talent: Strategic Plan 2012 - onwards
Centre for University Pathways and Partnerships
Community– engage with Aboriginal community/culture
People and culture– workplace: justice and fairness of
opportunity, equitable
Campuses and infrastructure– campus-specific strategies … leverage local
potential and match local needs
Open to Talent: Strategic Plan 2012 – onwards
Centre for University Pathways and Partnerships
Responsibilities for staff and student social inclusion are split– Staff equity & diversity policy, plans,
programs: Human Resources – Student social inclusion: the Faculties and
various units in Division of Students and Education; overarching role of CUPP
Responsibility for social inclusion
Centre for University Pathways and Partnerships
Student lifecycle framework: • Access (aspiration, pathways,
recruitment & selection),
• Retention (transition, orientation, preparation, foundation, engagement & support),
• Career (assisting into careers)
Framework for social inclusion support plan
Centre for University Pathways and Partnerships
• Identify existing programs and learning and teaching support mechanisms etc.
• Look for gaps
• Recommendations and plan to fill gaps
• Circulate for comment to appropriate UTAS internal Committees and external groups and committees
Stages in development of the plan
Centre for University Pathways and Partnerships
• Resourcing
• Embedding in structures/processes to ensure the plan is implemented
• Building a socially inclusive culture – leadership roles
• Connecting staff and student social inclusion plans and strategies
Issues
Centre for University Pathways and Partnerships
• Social inclusion:– A basic human right? – A strategy to increase educational attainment and
upskill the workforce? – A strategy to ensure the viability of UTAS?
• Are these mutually exclusive? • How to be Open to ALL Talent?
– Short term Australian government incentives for engaging ‘disadvantaged’ groups
– Long term advantages of engaging and enriching a wider pool of talent
Questions to think about…
Centre for University Pathways and Partnerships