garry marchant, charles sturt university - a diverse national and international student body
DESCRIPTION
Professor Garry Marchant, Deputy Vice Chancellor & Vice President (Academic), Charles Sturt University delivered this presentation at the Social Inclusion in Education 2013 Conference. The conference explores diversity, equity and inclusion in higher education. For more information about the event, please visit the conference website: http://www.informa.com.au/socialinclusion2013TRANSCRIPT
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
Professor Garry Marchant
For Social Inclusion Conference,
Sydney, December 2013
A diverse national and international
student body – enhancing and
broadening the aspirations of university
and inland communities
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
• In pursuing a goal of widening participation and diversifying the
student body what are the challenges to making sure that once the
students are in the university they remain actively supported and
engaged with the broader university and regional communities?
• Impact of geographical location and the makeup of the inland
communities it also serves on acceptance of diversity and therefore
on the university's inclusion strategies
• Key elements of social inclusion embedded within CSU's
governance, planning and strategy across operations?
TOPIC
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
SOCIAL INCLUSION
“Education and training are vital factors in providing opportunities
for people from disadvantaged groups.”
JS Dawkins
Minister for Employment, Education and Training
February 1990
Learn Work Engage Have a voice
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
DISADVANTAGED GROUPS
- People from Socio-Economically Disadvantaged Backgrounds
- Aboriginal and Torres Strait Islander People
- Women (particularly in non-traditional courses)
- People from Non-English Speaking Backgrounds
- People with Disabilities
- People from Rural and Isolated areas
Social Inclusion is about implementing systems and structures that
work for everyone, including those identifying as belonging to these
disadvantaged groups.
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
IMPACT OF GEOGRAPHIC LOCATION
• Regional Australia accounts for almost 40% of Australia’s population
• Research by the ABS in 2010 explored trends in Year 12 attainment:
major cities = 81%
inner or outer regional areas = 67%
very remote =64%
• Young people aged 15-24 from rural and regional areas are almost half as
likely to be attending university as young people from metropolitan areas
• Higher education students made up around 8% of the population of
capital cities, and only 4% in other areas
• In 2011, more than three quarters (78%) of higher education students
lived in a capital city
(including rural, regional and remote areas)
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
CHARLES STURT UNIVERSITY
– the role we play A number of smaller cities and towns that were home to higher
education institutions also had a large proportion of higher education
students within their local population. These included Wagga Wagga
and Bathurst - both campuses of Charles Sturt University.
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
OTHER ISSUES/IMPACTS
Impact of being Aboriginal or Torres Strait Islander
• Indigenous young people are less than a quarter as likely to be
attending university as non-Indigenous people
Impact of being First in Family
• Secondary school leavers are more likely to be enrol at a higher
education institution when at least one (40%) or both (65%) of their
parents had completed a Bachelor Degree or above than school
leavers with neither parent having completed a Bachelor Degree or
above (20%)
• CSU data indicates that being a first generation student proved to be
a significant risk factor for success once a student commences study
(e.g attrition is higher for first in family students)
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
IMPACT OF SOCIO-ECONOMIC
DISADVANTAGE
•Socio-economic disadvantage continues to be concentrated
geographically
•Those in the lowest socio-economic areas are around 20% less likely
to attain Year 12 or equivalent
•People with multiple disadvantage were also more likely to live in the
most disadvantaged localities. In 2010, over 50% of people
experiencing multiple disadvantage lived in the bottom two socio-
economic areas and this proportion has increased since 2006
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
THE CHALLENGES
• Selection measures such as
ATAR are more representative
of academic preparation than
academic ability
• Universities have a clear
responsibility to provide alternate
pathways' to university for those
students who are less prepared, to
ensure they are not further
disadvantaged by their
backgrounds
• Offers to students with ATARs below
70 have accounted for more than three
quarters of the growth in offers to
school leavers since 2004
•The challenge is to provide these
less academically prepared students
with the tools to succeed at
university study
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
THE CHALLENGES
•Low SES students are more likely to experience multiple stressors
compared to other students : 41.8 per cent of low SES students
experiencing three or more stressors compared with 31.2 per cent of
other students
•In addition to experiencing more types of stressors, the impact of stress
was greater for low SES students than other students
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
THE CHALLENGES
• 72% of low SES students indicated that these stressors affected their
university studies moderately to a lot, compared with 60 per cent of other
students
• 39% of low SES participants had considered dropping out due to their
stressors, compared with 28% amongst the other group
• Low SES students often lacked financial support from their parents, had
difficulty in applying for and receiving ongoing payments from Centrelink,
had a lack of sufficient paid work and found that the necessity to work had a
negative impact on their study time
•Student dropout is often due to a combination of problems rather than just
one specific issue and that one problem can lead to several others
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
> 38,500 students
> 75% DE
> 50% first in family
> 22% Low SES
> 42 % Rural, Regional & Remote
> 2% Indigenous
> 2.5 % Students with a Disability
> 30% admitted on basis
of TAFE qualification
Port Macquarie
CSU’s demographics reflect the region in which we are based
INSTITUTIONAL CONTEXT
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
WHY IS EQUITABLE
PARTICIPATION IMPORTANT TO CSU?
For the Public Good
We are a university of the land and people of our regions. True to the
character of regional Australia we have gumption, we have soul and we
collaborate with others.
We develop holistic, far-sighted people who help their communities grow
and flourish.
Acknowledging the culture and insight of Indigenous Australians, CSU’s
ethos is clearly described by the Wiradjuri phrase:
„yindyamarra winhanga-nha‟(„the wisdom of respectfully knowing how to live
well in a world worth living in‟).
Harnessing technology, we thrive as a distributed yet connected community,
welcoming and engaging with people across Australia and the world.
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
UNIVERSITY STRATEGY 2013-2015
• We embed this in our University Strategy, our governance structure and
managerial plans
e.g. excerpt from CSU University Strategy (2013-2015)
For Students:
• flexible access to professional education regardless of background or
location
For our regional communities:
• a University whose courses, graduates and research help them to thrive
and prosper economically, socially and environmentally
• improved educational outcomes and lives for Indigenous, regional, rural
and remote Australians
• We cascade this through our strategic priorities and their corresponding
sub-plans
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
THE CSU APPROACH
We aim to:
• Create an environment where all students succeed
• Facilitate a whole of university approach to widening
participation of low SES, Indigenous, and Rural,
Regional and Remote people in higher education
• Normalise services and support provided to these
students
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
Student
Aspiration and Pathways Programs
Transition Programs
Student Academic Support
Programs
THE STUDENT LIFE CYCLE
APPROACH
ASPIRATION PARTICIPATION SUCCESS
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
1. Aspiration and enabling programs
• Future Moves
• Study Link
2. Pathways
• Diploma of General Studies
• TAFE to CSU transition
3. Successful transition focused on enhancing and developing the culture
within the University
• Student Transition and Retention (STAR) program
• Building University Study Success (BUSS) program
• Student Success Team
• Regional and Remote Team
• Learning Skills Advisors
• Equity Scholarships and Grants
4. Data improvement systems using mixed methods
• Progress and performance
• Behavioural indicators
FOR ALL STUDENTS
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
FOR INDIGENOUS STUDENTS
- Aspiration Programs: Outreach programs in Indigenous
Communities and Schools
- Pathway Programs: Darrambal (meaning “pathways” or
“footsteps”; the Diploma of General Studies (is being offered
remotely for the first time in 2013)
- Partnership Programs: Indigenous Police Recruiting Our Way
(IPROWD), Teacher Education in the Community (TEC)
- Scholarships specifically for Indigenous students
- Range of Academic Support initiatives and programs including
Indigenous Student Services
Pa
thw
ays
Supp
ort
DO NOT PLACE ANY TEXT
OR GRAPHICS ABOVE
THE GUIDELINE SHOWN
DO NOT PLACE ANY TEXT
OR GRAPHICS BELOW
THE GUIDELINE SHOWN
TO EDIT GRAPHICS IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
TO APPLY PAGE STYLES
RIGHT CLICK YOUR PAGE
>LAYOUT
Office of the Deputy Vice-Chancellor (Academic)
TO EDIT THE FOOTER IN
THE MASTER SELECT:
VIEW > SLIDE MASTER
Smart Learning:
The model for CLT at CSU
1. Focussed on learning, the learner and the desired
learning outcomes
2. Collaborative, design-focussed curriculum renewal
process
3. Enabled by technology- a set of smart tools that ensure
a consistent CSU approach to learning and teaching
and provide learning analytics that allow for an adaptive
approach to learning and teaching
4. Driven by innovative approaches to learning and
teaching and the spread of that innovation across CSU