INDIGENOUS EDUCATION STATEMENT
CHARLES STURT UNIVERSITY
2012
Table of Contents
SECTION 1 ................................................................................................................................ 3
OBJECTIVES FOR INDIGENOUS HIGHER EDUCATION ................................................................ 3
SECTION 2 – PART 1 ............................................................................................................... 6
ESTABLISH EFFECTIVE ARRANGEMENTS FOR THE PARTICIPATION OF ABORIGINAL
AND TORRES STRAIT ISLANDER PEOPLES IN EDUCATIONAL DECISION-MAKING ............ 6
SECTION 2 – PART 2 ............................................................................................................. 11
INCREASE THE NUMBER OF ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES
EMPLOYED, AS ACADEMIC AND NON-ACADEMIC STAFF IN HIGHER EDUCATION
INSTITUTIONS ..................................................................................................................................... 11
SECTION 2 – PART 3 ............................................................................................................. 21
ENSURE EQUITABLE ACCESS OF INDIGENOUS STUDENTS TO HIGHER EDUCATION. ..... 21
SECTION 2 – PART 4 ............................................................................................................. 29
ACHIEVE THE PARTICIPATION OF INDIGENOUS STUDENTS IN HIGHER EDUCATION, AT
RATES COMMENSURATE WITH THOSE OF OTHER AUSTRALIANS ....................................... 29
SECTION 2 – PART 5 ............................................................................................................. 35
ENABLE INDIGENOUS STUDENTS TO ATTAIN THE SAME GRADUATION RATES FROM
AWARD COURSES IN HIGHER EDUCATION AS FOR OTHER AUSTRALIANS ....................... 35
SECTION 2 – PART 6 ............................................................................................................. 38
TO PROVIDE ALL AUSTRALIAN STUDENTS WITH AN UNDERSTANDING OF, AND
RESPECT FOR, INDIGENOUS TRADITIONAL AND CONTEMPORARY CULTURES ............... 38
SECTION 3 .............................................................................................................................. 40
EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT ............................................... 40
SECTION 4 .............................................................................................................................. 42
HIGHER EDUCATION PROVIDER’S CONTACT INFORMATION ................................................ 42
SECTION 5 .............................................................................................................................. 43
PUBLICATION OF THE STATEMENT .............................................................................................. 43
SECTION 1
OBJECTIVES FOR INDIGENOUS HIGHER EDUCATION
As will be shown in this statement, Charles Sturt University (CSU) has an holistic, whole of
University approach to Aboriginal and Torres Strait Islander engagement with tertiary study.
Our demonstrated strong commitment to facilitating the success of Aboriginal and Torres
Strait Islander peoples is evidenced through the strategies implemented in education and
research, and through our engagement with communities.
The new University Strategy 2013-15 that displays our continued strong engagement with
Aboriginal and Torres Strait Islander peoples, in particular the Wiradjuri people, leads with
the following statement:
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.
Clearly articulated in this strategy are the following elements
Objectives for our Communities include
Improved educational outcomes and lives for Indigenous, regional,
rural and remote Australians.
In Indigenous Education we will
•
•
•
•
Complete recruitment of Indigenous Acdemic Fellowships and
increase our employment of Indigenosu staff in general
Implement cultural competency training for all staff
Ensure all undergraduate programs incorporate Indigenous
Australian content consistent with the Indigenous cultural
competence pedagogical framework
Maintain national leadership in this area
This new University strategy marks our ongoing commitment to continue to work with
Aboriginal and Torres Strait Islander peoples to raise aspiration and to facilitate participation
and success in relation to higher education. We build on our significant expertise in flexible
and online delivery, and our partnerships, particularly with the Vocational Education and
Training (VET) sector, to facilitate Aboriginal and Torres Strait Islander peoples to realise
their full potential.
CSU has an ongoing commitment to reconciliation and social justice as demonstrated through
the endorsement of the Indigenous Education Strategy by the Vice Chancellor and Academic
Senate. Implemented in 2009, the Charles Sturt University Indigenous Education Strategy
with its recommendations provide a comprehensive whole-of-institution framework for
engagement with Indigenous communities, positioning CSU as a lead provider of Indigenous
education, research and the cultural competence training of professionals of the future.
The Charles Sturt University Indigenous Education Strategy contains 9 key objectives:
Key Objective 1
Promote and enhance national and regional reconciliation
Key Objective 2
Make Indigenous people, culture and knowledge a valued and visible
aspect of the life and culture of the University and its campuses.
Key Objective 3
Establish Charles Sturt University as the preferred higher education
provider for Indigenous students and Indigenous Education.
Key Objective 4
Improve the four key indicators of Indigenous educational outcomes:
access, participation, retention and success.
Key Objective 5
Incorporate Indigenous Australian content into all of the University’s
undergraduate course offerings, and embed related descriptors into the
University’s Graduate Attributes.
Key Objective 6
Increase Charles Sturt University’s research output relating to
Indigenous specific issues by developing a cross-discipline and
divisional scholarship of Indigenous learning, teaching and research,
based upon Indigenous community involvement and University staff
commitment to the advancement of the principles of social justice to
achieve equality and self determination for Indigenous Australians.
4
Key Objective 7
Enhance the profile of Charles Sturt University as the preferred
employer of Indigenous people through strengthened programs and
initiatives specifically designed to attract and support Indigenous staff.
Key Objective 8
Develop and advance the professional profiles and research skills of
the University’s Indigenous staff through extended opportunities for
professional development and advancement.
Key Objective 9
Develop clear and accountable governance and management
structures to develop, implement and monitor progress in achieving
this Indigenous Education Strategy
NB: It is important to note that CSU does not have a single Indigenous Education Unit.
We have
•
Indigenous Student Services, and
•
The Centre for Indigenous Studies.
The role of these two units will be detailed throughout this document.
All annual Indigenous Support Program funds are expended through the Indigenous
Support Service.
5
SECTION 2 – PART 1
ESTABLISH EFFECTIVE ARRANGEMENTS FOR THE PARTICIPATION OF
ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES IN EDUCATIONAL
DECISION-MAKING
CSU’s relationship with Indigenous communities is a central focus of our commitment to our
regions. As an inland university with campuses located in areas of relatively high Indigenous
population, CSU has a significant role in providing accessible education for Indigenous
students. The University is also working towards increasing employment of Indigenous staff
to support a culturally safe environment and provide role models for Indigenous students, to
give non Indigenous students the opportunity to work with Indigenous professionals, to give
credibility to the teaching of Indigenous studies, and to provide culturally appropriate
professional input to the development of course curricula and pedagogy.
This section will provide details of the ways in which we are addressing the National
Aboriginal and Torres Strait Islander Education Policy (AEP) Goals relevant to higher
education as well as address findings from the Review of Higher Education Access and
Outcomes for Aboriginal and Torres Strait Islander People: Final Report (Behrendt, Larkin,
Griew & Kelly, 2012).
CSU is proud of the outcomes achieved through our approach to ensure that Indigenous
peoples play a strong, and effective role in educational decision making. We have
increasingly brought about both cultural change and changes in governance to ensure and
encourage, Indigenous participation in University culture and governance. A whole of
University approach to realising success of Aboriginal and Torres Strait Islander people is
paramount, and this commitment is demonstrated in our current 2013-15 University Strategy.
In 2012,
Professor Jeannie Herbert, Foundation Chair of Indigenous
Studies at Charles Sturt University, was named a Member in the
General Division of the Order of Australia (AM). The award was
for “service to tertiary education, particularly through improvements
to educational outcomes for Indigenous people, and to the delivery of
learning opportunities across regional and remote northern Australia”.
Two of the five 2012 Aboriginal and Torres Strait Islander Higher Education Advisory
Council Elders and Leaders Awards for individuals or groups who have actively participated
in Aboriginal and Torres Strait Islander higher education over a sustained period included:
Uncle Ray Peckham for his outstanding work with Charles Sturt
University and significant contribution to education and social justice
outcomes for Aboriginal and Torres Strait Islander people over many
years.
6
The Wiradjuri Language and Cultural Heritage Recovery Project
Committee for their outstanding work with Charles Sturt University
and contribution to community revival and strengthening connections
between the university and Wiradjuri communities. Individual awards
were presented to Uncle Stan Grant and Aunty Flo Grant in
recognition of their leadership of this Project.
2.1.1 Establish effective arrangements for the participation of Indigenous peoples in
educational decision-making.
CSU’s multifaceted, whole of University, approach to the participation of Indigenous peoples
in educational decision making has included the following nine interdependent elements:
1. Appointment of a Special Adviser to the Vice Chancellor (Indigenous Affairs), Mr
Gary Shipp
2. Establishment of an Indigenous Chair (Professor Jeannie Herbert, AM) to work in
partnership with the Deputy Vice Chancellor (Research), research centres of the
University, and Faculties to actively promote, support and implement research of
importance to Indigenous peoples.
3. Establishment of the Centre for Indigenous Studies, tasked with developing and
monitoring the implementation of the Institution's Indigenous Education Strategy and
with:
• the identification, development and delivery of Indigenous programs of teaching and
research across professional and general academic programs within the University;
• taking a lead role in the development of collaborative engagement between Indigenous
communities and University Faculties, Research Centres and Schools;
• representing Charles Sturt University in matters relating to Indigenous education at the
University;
• developing research and consultancy links and projects with local communities,
institutions, services and agencies, and with national and international scholarly
communities in the field.
4. Establishment of key committees with objectives specific to addressing our strategic
goals in relation to Aboriginal and Torres Strait Islander peoples
Indigenous Education Strategy Coordinating Group, with the following membership
Special Adviser (Indigenous Affairs) - presiding officer
Deputy Vice-Chancellor (Academic)
Deputy Vice-Chancellor (Administration)
Deputy Vice-Chancellor (Research)
Director, Centre for Indigenous Studies
Indigenous Academic Staff Nominee
Indigenous General Staff Nominee
7
Indigenous Chair Professor Jeannie Herbert
Indigenous Employment Coordinator
Manager Indigenous Student Services
Dean of Students
Director, Human Resources Nominee
Head of School Nominee
Faculty of Arts Nominee
Faculty of Education Nominee
Faculty of Business Nominee
Faculty of Science Nominee
Indigenous Education Strategy Coordinating Group - budget group
Special Adviser, Indigenous Affairs;
Deputy Vice Chancellor (Research;
Deputy Vice Chancellor (Academic);
Deputy Vice Chancellor (Administration);
Director, Centre for Indigenous Studies;
Foundation Chair, Indigenous Studies;
Indigenous Employment Coordinator;
Executive Director, Human Resources
Director, Djirruwang Program
Dean of Students
Indigenous Employment Strategy Advisory Committee
Presiding Officer (nominated by the Presiding Officer of the EO/AA
Committee);
CSU Indigenous Academic representative (appointed by the Committee);
Indigenous Employment Coordinator (Executive Officer);
Manager, Diversity & Equity;
Director, Centre for Indigenous Studies (or nominee);
Manager, Indigenous Student Services (or nominee);
one Head of School nominated by the Heads of Schools;
one representative from the employment sector (appointed by the
Committee);
two members from the Indigenous Australian community external to CSU
one member nominated by the Wiradjuri Council of Elders
Senior Indigenous Leadership Forum
Special Adviser (Indigenous Affairs) Presiding Officer
Director Centre for Indigenous Studies
Chair Indigenous Studies
Manager Indigenous Student Services
Indigenous Employment Coordinator
Director, Djirruwang Program
Community Relations Officer - Audience and Debate
Deputy Vice Chancellor (Academic) - Audience and Debate
8
5. On campus meetings of the Council of Elders and regular meetings between this
council, and individual Elders, with senior management of the University.
• The Wiradjuri Council of Elders has a major role in guiding CSU’s approach to
Indigenous matters. Two CSU staff members, both of whom are Wiradjuri Elders,
are presently included on the Wiradjuri Council of Elders Board of Directors.
• The establishment of a CSU Campus at Port Macquaire in 2012 has led to the
formation of a close relationship with members of the Birapai people (the
traditional owners of the land). This relationship has been strengthened where
CSU leaders, including the Centre for Indigenous Health Indigenous leaders have
met with Birapai members to consider the forward planning and campus design of
the proposed campus.
6. Active support for and engagement with Indigenous student forums to inform decision
making related to the student experience at CSU e.g., the Aboriginal and Torres Strait
Islander Forum
7. Appointment of an Indigenous Community Relations Officer to work jointly with the
Centre for Indigenous Studies and the Deputy Vice-Chancellor (Academic) portfolio. The
main roles include:
• engaging Indigenous Communities within the CSU footprint on Indigenous issues
including community protocols;
• assisting Faculties and Divisions to promote CSU within Indigenous Australian
communities as the preferred education provider of Indigenous education; and
• collaborating with the Chair, Indigenous Education, to develop and source
opportunities for research and Indigenous community projects in accordance with
CSU’s Strategy and Plans 2013-2015 and the Indigenous Education Strategy.
8. Inclusion of specific Indigenous role appointees to key University committees and
forums including:
•
•
•
•
•
Academic Senate - Director, Indigenous Studies
Vice Chancellor’s Forum - Special Adviser (Indigenous Affairs); Director,
Indigenous Studies
Curriculum Learning and Teaching Committee - Chair of Indigenous Board of
Studies
Human Research Ethics Committee – Indigenous Representative
Faculty Boards of all Four Faculties – Indigenous Student Services staff
It is important to note that Aboriginal and Torres Strait Islander staff and students also
participate across the range of committees and working groups in operation within the
University.
9
9. Support for Aboriginal and Torres Strait Islander staff to participate in external
committees and forums of importance to our educational endeavours, including:
Professor Jeannie Herbert (Chair, Indigenous Studies) and Gary Schipp (Special
Adviser, Indigenous Affairs) are members of the National Aboriginal and
Torres Strait Islander Higher Education Consortium (NATSIHEC)
Faye McMillan (Director, Djirruwang Program): Chair of the Indigenous Allied
Health Australia Board
Jane Havelka (Lecturer, School of Nursing Midwifery and Indigenous Health):
Member of the Indigenous Allied Health Australia Board
Mr Ray Eldridge, (Manager of Indigenous Student Services), and staff are members of
the NSW/ACT Higher Education Network Advisory Committee (HENAC)
10
SECTION 2 – PART 2
INCREASE THE NUMBER OF ABORIGINAL AND TORRES STRAIT ISLANDER
PEOPLES EMPLOYED, AS ACADEMIC AND NON-ACADEMIC STAFF IN HIGHER
EDUCATION INSTITUTIONS
Providing employment opportunities for Indigenous people is critical to CSU’s commitment
both to social justice and to its mission to contribute to its communities (including Indigenous
Australians), as stated in the University Strategy 2013 – 2015. The following points
summarise CSU’s implementation and ongoing review of its Indigenous Employment
Strategy.
In 2005 the University introduced its first Indigenous Employment Strategy to promote the
recruitment and career development of Indigenous people in mainstream University positions.
At this time, Indigenous staff representation across the University was at 0.9%.
•
Under the University’s practice of continuing improvement, the strategy has been
reviewed and updated twice (2008 and 2011) since it was first implemented in 2005. The
most recent version, CSU Indigenous Australian Employment Strategy 2012 – 2015, was
approved by the Vice Chancellor in May 2012.
•
The current CSU Indigenous Australian Employment Strategy, 2012 – 2015 can be found
at: http://www.csu.edu.au/adminman/hum/IndigenousEmployStrategy.pdf
•
The focus remains on further increasing the proportion of Indigenous staff in continuing
positions and increasing the overall representation of Indigenous staff to 3% and the
proportion of Indigenous academic staff to 2%.
Under the strategy the five objectives aimed at achieving this target are as follows:
Objective 1: RECRUITMENT
To increase the number of Indigenous Australian employees in
continuing positions across all levels and occupations at CSU.
Objective 2: CAREER DEVELOPMENT
To provide and support career development for Indigenous Australian
employees.
Objective 3: RETENTION
To develop a framework that maximises the retention of Indigenous
Australian Employees.
Objective 4: WORK PLACE CULTURE
To provide a work environment which acknowledges, values and
respects the culture, knowledge and diversity of Indigenous Australian
people.
11
Objective 5: PROMOTION AND COMMUNITY NETWORKING
To promote and market Charles Sturt University’s Indigenous
Employment Strategy.
The following internal schemes are, and will continue to, be used to support the objectives of
the revised Strategy:
Indigenous Employment Incentive Scheme – This scheme provides for 50% of the salary
for the first year of an appointment of an Indigenous staff member in a general staff
position at Level 3 – 8.
Indigenous Staff Study Support Scheme – This scheme provides funding to Indigenous
academic and general staff members to cover costs associated with study for a
qualification.
Indigenous Academic Leadership Development Scheme – This scheme provides financial
support to Indigenous academic staff to undertake a professional activity that will
foster development of leadership skills
Indigenous Staff Higher Degree by Research Pathways – a program that offers partial buy
out of academic staff members to facilitate fast-tracked completion of Graduate
Certificate in Research Methods/Honours programs as a pathway into PhD studies.
Indigenous Staff PhD Release Scheme – funding of $50,000 p.a. to support full time
equivalent release from teaching for eligible staff to facilitate PhD completion
Indigenous Academic Internship Program – a program that provides a living wage for
eligible Indigenous PhD candidates and assists in developing potential to enter an
academic career.
Indigenous Research/Researchers Seed Funding – funding to support seeding projects and
/or small groups.
Indigenous Academic Fellowship – In mid 2012 CSU commenced recruitment for four
Indigenous Academic Fellowships, one per Faculty (Arts, Business, Education and
Science). These will provide Indigenous Australians with the opportunity to
undertake a funded PhD placement on a living wage, while being mentored and
grown into an academic role over four years. At the completion of the four years,
Fellows will be offered continuing, full time academic positions within their relevant
discipline area.
Double funding model for subjects with Indigenous specific curricula – One aim of this
mechanism is to increase funding to free up additional positions for employment of
Indigenous academic staff. The mechanism is also being used by Faculties to
employ indigenous academics across all Faculties and disciplines.
Traineeships – External funding will also be sought to support traineeships and cadetships.
CSU Salary Scale for trainees – CSU has developed a salary scale for trainees that is well
above the Award. This recognises that Indigenous Australian trainees may already
have considerable life experience and may well have significant family
responsibility.
12
Employment Strategy Actions in 2012
Activities undertaken under the Indigenous Australian Employment Strategy in the reporting
period include:
•
Strategy Review and renewal.
•
Annual Indigenous Staff Conference (Nguluway) – Indigenous staff (and, where
considered appropriate, non-Indigenous staff working within Indigenous areas of the
University) are invited to attend to allow networking among CSU staff and Indigenous
staff and provide opportunities for professional development. The conference consists
of a series of workshops and presentations by guest speakers and includes an event on
the 1st day of the conference to which community members are invited.
•
Indigenous trainee forums by videoconference enable trainees to network across
campuses, share ideas, and provide peer mentoring and support. They enable CSU to
provide ongoing training and have become a successful personal developmental tool.
•
Formal cross cultural awareness training for University staff continues in the form
of one and two-day workshops and flexible delivery, run on each campus as requested,
particularly where targeted positions in mainstream roles become available and
Indigenous trainees are appointed.
•
Commenced recruitment for Indigenous Academic Fellowships. Four positions were
offered, one in each Faculty (Arts, Business, Education and Science). These positions
provide an opportunity for professional Indigenous Australians to commence on a
career pathway into academic by providing four years to undertake a PhD and be
mentored into a teaching role. These positions consist of a 25% workload for teaching
and administrative tasks and 75% of the time for PhD completion. Two appointments
were made in the Faculties of Science and Education. Further recruitment is occurring
in 2013.
•
Creation of the ‘Guidelines for Working with Indigenous Australian Staff’ – a
document researched and produced to provide general advice for areas who have or
will be recruiting Indigenous Australians. This document was heavily promoted to
Managers, Supervisors and Senior staff and is accessible on the CSU website.
13
2.2.1. Identified Aboriginal and Torres Strait Islander-specific positions at CSU
Table 2.1 below represents the number of Identified positions within CSU (i.e., Aboriginal
and Torres Strait Islander-specific positions) and the Divisions, Faculties and Offices in
which these positions are located.
Identified positions are defined in CSU’s guidelines for recruitment of Indigenous staff (or
staff working with Indigenous staff and/or students) and are designated this way because the
primary focus of the role involves one or more of the following:
•
working closely with Indigenous Australian staff or students,
•
providing a service to Indigenous Australians, or
•
involvement with aspects of Indigenous learning, history, culture or spirituality.
The University also targets some vacant mainstream positions specifically for Aboriginal and
Torres Strait Islander applicants under programs such as traineeships and the Indigenous
Academic Fellowships. Indigenous staff members appointed to targeted positions were not
included in the table above.
14
Table 2.1 Identified (i.e., Aboriginal and Torres Strait Islander-specific positions) positions within CSU
DIVISIONS, FACULTIES &
OFFICES
GENERAL / PROFESSIONAL STAFF LEVELS (HEW
level)
3
4
5
6
Human Resources
7
8
9
10
SNR
ACADEMIC STAFF
A
B
C
D
EXEC
E
TOTAL
1
1
Finance
Learning & Teaching Services
1
1
Information Technology
Faculty of Science
Faculty of Education
1
1
4
4
1
1
1
1
2
1
5
Faculty of Arts
Faculty of Business
Office of the Dean of Studies
1
1
2
1
13
Office of the DVC Academic
1
1
1
23
Office of the DVC Research
Office of the DVC Admin
Office of the Vice-Chancellor
Total
1
2
5
5
3
1
2
2
1
2.2.2. Current Employment Status of Indigenous Staff
Table 2.2 details those positions that are “continuing” or “fixed term” and are
filled by Indigenous staff. Note that CSU does not track casual staff regardless of
their ethnicity because casual staff can change on a daily basis.
Table 2.2 Indigenous continuing & fixed term positions (31 March 2012)
Academic Staff
General / Professional Staff
Fixed Term
Continuing
Total
Staff
Division Of Human Resources
2
1
3
Division of Finance (incl. dental clinics)
1
2
3
Division of Learning and Teaching Services
2
Division of Information Technology
1
Fixed Term
Continuing
2
2
3
Division of Library Services
1
1
Division of Student Administration
1
1
Faculty of Science
1
4
1
1
7
Faculty of Education (incl. Centre for Indigenous Studies)
3
4
3
3
13
1
1
Faculty of Arts
Faculty of Business
0
Office, Dean of Studies (Indigenous Student Services)
1
10
Office, DVC Academic (Senior Executive)
1
1
Office, DVC Research (Institute of Land, Water & Society)
1
1
11
Office, DVC Administration (Marketing, Student Services & Central)
5
5
Office of the Vice-Chancellor (Office of Planning & Audit)
1
1
Total Indigenous staff
All staff
% Indigenous
4
8
13
28
53
161
601
276
1,084
2,122
2.5%
1.3%
4.7%
2.6%
2.5%
2.2.3. Changes in numbers of Indigenous Academic Staff employed at CSU
Indigenous staff employed as academics within the University increased by three from the
2011 level. In mid 2012 we commenced recruitment for Indigenous Academic Fellows to
continue to grow Indigenous staff numbers.
Table 2.3 compares numbers of Indigenous and non-Indigenous academic staff between 2010
and 2012, and table 2.4 shows the number of Indigenous academic staff employed by their
level between 2010 and 2012.
Table 2.3 Academic staff (as at 31st March) 2010-2012
Faculty
2010
Indigenous
2010 all
staff
2011
Indigenous
2011 all
staff
165
Arts
2012
Indigenous
2012 all
staff
174
185
Education
6
135
7
130
7
136
Science
4
282
2
279
5
297
Business
93
93
97
Other
53
62
48
Total
% of
Academic
Staff
10
728
1.4%
9
748
1.2%
12
763
1.6%
Table 2.4 Indigenous Academic staff by level (as at 31st March)
2010
2011
2012
Level A
4
5
5
Level B
3
2
4
Level C
1
1
1
Level D
1
Level E
1
1
1
10
9
12
Total
1
Table 2.5 compares the number of Indigenous staff employed by CSU in the “General” staff
category by level between 2010 and 2012.
Table 2.6 shows Indigenous staff by level and occupation.
Table 2.5 General staff (as at 31st March) 2010-2012
Faculty
2010
Indigenous
HEW 1
2010 all
staff
2011
Indigenous
2011 all
staff
2012
Indigenous
2012 all
staff
35
29
27
35
38
HEW 2
3
38
HEW 3
8
166
8
163
6
119
HEW 4
6
294
6
312
15
324
HEW 5
7
253
9
261
6
259
HEW 6
5
209
4
225
7
258
HEW 7
4
123
3
126
4
162
HEW 8
70
1
75
1
71
HEW 9
30
HEW 10+
Total
% of
General
Staff
39
31
2
49
2
54
2
63
35
1,267
33
1,311
41
1,360
2.8%
2.5%
3%
19
Table 2.6 Indigenous general (professional) staff by level and occupation (31 March 2012)
HEW HEW HEW HEW HEW HEW HEW HEW
Exec Total
3
4
5
6
7
8
9
10+
Occupational group
1
Managers
Administrative Staff Roles
3
Finance Officers
1
Technical Officers
3
1
5
2
2
1
3
HR/Staff Support Roles
1
1
6
3
2
7
4
2
2
12
1
3
1
8
Director/Specialist Roles
Total
6
2
1
Student Support Roles.
Specialist Roles - Other
1
15
6
7
4
1
1
1
1
1
41
20
SECTION 2 – PART 3
ENSURE EQUITABLE ACCESS OF INDIGENOUS STUDENTS TO HIGHER
EDUCATION.
CSU has a whole of University approach to ensuring equitable access of Aboriginal and
Torres Strait Islander peoples to higher education. In this respect we have instituted a range
of strategies that cumulatively are having a positive outcome. Sections 3.1 to 3.4 below will
detail some of the strategies specifically targeting Aboriginal and Torres Strait Islander
student engagement with higher education.
Table 2.7 and Figure 1 below provide the data that shows a steady increase in the number of
Aboriginal and Torres Strait Islander students commencing study at CSU. In 2012 this figure
has climbed to 2.3% of the total number of commencing students. Although we are pleased
with this outcome, we are aiming for continued increases in student enrolment.
Table 2.7 Commencing Aboriginal and Torres Strait Islander students
Aboriginal and Torres Strait Islander
2008
2009
2010
2011
2012
155
269
278
322
398
1
10
8
3
no info
not Aboriginal and Torres Strait Islander
14119
16163
18764
17200
17508
% Aboriginal and Torres Strait Islander
1.1%
1.7%
1.5%
1.9%
2.3%
Figure 1 below shows the continued trend of increased numbers of Aboriginal and Torres
Strait Islander people enrolling at CSU.
500
450
400
350
300
250
200
150
100
50
0
269
278
322
398
155
2008
2009
2010
2011
2012
Figure 1 Aboriginal and Torres Strait Islander students commencing at CSU 2008-12
21
Table 2.8 below provides a list of the top twenty (of 65) undergraduate courses chosen by
Aboriginal and Torres Strait Islander students.
Undergraduate Course name
Bachelor of Health Science (Mental Health)
Bachelor of Education (Early Childhood and Primary)
Active students in 2012
36
27
Bachelor Of Nursing
Bachelor of Social Work
22
13
Bachelor Of Social Science (Social Welfare)
Bachelor of Education (Primary)
Bachelor of Social Science (Psychology)
11
10
9
Bachelor of Teaching (Secondary)
Bachelor of Education (Birth to 5 Years)
9
8
Bachelor of Arts
Bachelor of Educational Studies
6
5
Bachelor of Clinical Practice (Paramedic)
Bachelor of Psychology
Bachelor of Theology
4
4
4
Bachelor of Business (Management)
Bachelor of Clinical Science
3
3
Bachelor of Exercise Science
Bachelor of Oral Health (Therapy/Hygiene)
Bachelor of Policing (Goulburn Police Academy)
3
3
3
Bachelor of Social Science (Criminal Justice)
3
These courses are similar to the top twenty for 2011. However, it is pleasing to note a
significant increase in numbers in the Bachelor of Education (Early Childhood and Primary)
in 2012 (from 9 in 2011 to 27 in 2012). This is largely due to the Teacher in Community
initiative led by the Faculty of Education (see section 2.3.3 below). It is also important to note
that three Aboriginal and Torres Strait Islander students are enrolled in the Bachelor of
Policing (Goulburn Police Academy). This is reflective of outcomes arising from the
iPROWD enabling program in opening access to careers in the police force (see section 2.3.3.
below).
At a postgraduate level, lead courses chosen by Aboriginal and Torres Strait Islander students
included
• Graduate Certificate and Graduate Diploma (top 5 of 17 listed below)
o Graduate Certificate in Management (Professional Practice)
o Graduate Diploma of Adult and Vocational Education
o Graduate Certificate in Human Resource Management
o Graduate Certificate in Project Management
22
•
o Graduate Certificate in Clinical Education
Masters (top 5 of 20 listed below)
o Master of Social Work (Professional Qualifying)
o Master of Information Studies (General)
o Master of Information and Communication Technology in Education
o Master of Education
o Master of Clinical Exercise Physiology (Rehabilitation)
We are particularly pleased that our strategies have resulted in the enrolment of 6 students at
Doctorate level in 2012
o
o
o
o
Doctor of Philosophy - Arts
Doctor of Philosophy - Science
Doctor of Philosophy (Non-Lab Based)
Doctor of Health Science
Active students in 2012
2
1
1
2
CSU's equity goal reflects the desire to embrace diversity on our campuses. By adopting an
equity stance, we enhance our capacity to contribute to Australia's social, cultural, political
and economic vitality. Student Equity at CSU provides access, advice, advocacy and
support to people who have been educationally disadvantaged including Indigenous students.
The number of Indigenous students enrolling in courses at CSU continues to steadily increase.
The use of appropriate enabling programs, together with recruitment drives throughout NSW
and other States are resulting in higher numbers of Indigenous students enrolling in CSU
courses, in particular in the policing, accountancy, parks, nursing, teaching, and community
health areas. Other areas such as veterinary science, pharmacy, psychology and dentistry,
previously not commonly accessed by Indigenous students, are being targeted.
Indigenous students are now enrolled in Allied Health degrees (such as physiotherapy,
occupational therapy, podiatry, and medical radiation science), pharmacy degrees, and premedicine qualifications such as the Bachelor of Clinical Science.
Specifically ensuring equitable access for Aboriginal and Torres Strait Islander peoples
depends upon all staff adopting an inclusive approach (see Objective 4 in the CSU Indigenous
Australian Employment Strategy, 2012 – 2015 detailed above). The following sections will
describe the range of strategies used to ensure access that demonstrate the ways in which
Indigenous Student Services and the Centre for Indigenous Studies have worked in
collaboration across the University and with external partners. These strategies fall under
three areas
1. Raising awareness and aspirations for tertiary education
2. Access and pathway programs
3. Partnership programs
4. Scholarships
23
2.3.1. Raising Awareness and Aspirations for Tertiary Education
Schools Indigenous Outreach Program
CSU actively participates in programs that encourage Indigenous high school students
to remain at school and to seriously consider tertiary education as a viable option in
their futures. Collaborative practice between the Division of Marketing and
Indigenous Student Services has enabled us to reach a wide range of schools within
our footprint and beyond. These programs involve both primary and high schools.
Indigenous Community Outreach Program
Visits by the Indigenous Student Services staff to Indigenous communities involves
engagement in local Indigenous activities, building relations with Indigenous Elders,
and establishing partnerships with Indigenous organisations such as, Land Councils,
medical services and community centres.
Participation in Industry Expos
Indigenous Student Service staff actively engage with industry expos where high
levels of Indigenous engagement have been identified or where the target is to raise
interest by Aboriginal and Torres Strait Islander peoples in employment opportunities.
The aim of this work is to provide a direct line of sight between employment and
course opportunities at CSU. These staff are also able to advise people regarding
access programs and alternate pathways into undergraduate courses through CSUs
extensive range of partnerships with the Vocational Education and Training (VET)
sector.
Marketing and Internet presence
Marketing materials have been designed with input from Indigenous Student Services
and the Division of Marketing to ensure that materials are culturally appropriate, have
an Indigenous focus, and satisfy corporate marketing requirements. We also
participate in Indigenous media campaigns, for example, Annual Indigenous
Education supplement with Koori Mail and Indigenous Times.
2.3.2. Access and Pathway Programs
Darrambal (meaning “pathways” or “footsteps”)
Out of respect for the Wiradjuri people, in whose country many CSU campuses are
located, a Wiradjuri word has been adopted to name this program. 'Darrambal' means
'footmarks' or 'roadway' and is used here to represent the life-long journey of learning
we all travel. Darrambal is an innovative skills assessment programme. During it, the
skills and abilities you already possess and your potential to succeed in your preferred
course of study will be assessed. It may be an alternative pathway for you to continue
the journey along your personal 'roadway of learning' beginning with CSU.
Darrambal is designed for Aboriginal and Torres Strait Islanders and is administered
by CSU's Indigenous Student Services team (ISS). Students who successfully
complete Darrambal may be offered a place at CSU to study their preferred (or an
optional) course. Alternatively, they may be encouraged to first under-take some other
course of study either with CSU or through another suitable provider.
24
The Darrambal program is instrumental in providing an opportunity to Indigenous
students from all States and Territories of Australia to access and participate in tertiary
studies that may not otherwise have been available to them. The floods and bushfires
that occurred across our regions significantly affected Darrambal in 2012, resulting in
several programs being cancelled. However, (as can be seen in Figure 2 below) the
program still resulted in 36 Indigenous people accepting an offer of a place in a CSU
course.
120
100
111
80
61
60
59
40
36
20
0
Registered
Attended
Figure 2: Darrambal program 2012.
Offers Made
Accepted
Work continues to develop this program to increase conversion rates from registration
to attendance and thence to acceptance.
Diploma of General Studies
CSU's Diploma of General Studies is a pathway program that provides guaranteed
entry to many CSU undergraduate courses, providing a wide range of opportunities
and choices to graduates. This course is a pathway program for students who wish to
study at CSU but who do not meet the entry criteria or require further preparation. The
course is offered in partnership with selected TAFE Institutes and, in 2013, is being
offered from the following locations:
• CSU Albury- Wodonga - Wodonga Institute of TAFE
• CSU Bathurst - Western Institute of TAFE
• CSU Dubbo – Western Institute of TAFE (by distance education)
• CSU Wagga Wagga - Riverina Institute of TAFE
25
2.3.3. Partnership Programs
Indigenous Police Recruiting Our Way - IPROWD
IPROWD is a specialist training program to assist Aboriginal people to gain entry to
the NSW Police Academy at Goulburn which is the first step to becoming an officer in
the NSW Police Force. The Australian Government, TAFE NSW, The NSW Police
Force and Charles Sturt University are working in partnership to offer IPROWD
training programs at a range of locations in NSW including Broken Hill, Casino,
Dubbo, Maitland, Mount Druitt, Nowra, Redfern and Tamworth. This program has
significantly opened Indigenous peoples access to a career in the NSW police force.
Details of outcomes are reported in section 2.4 below.
Teacher Education in Community – TEC
This new program has been designed to increase access for Indigenous students into
CSU’s Bachelor of Education (Early Childhood and Primary). This program designed
in partnership with Indigenous communities assists students to study without leaving
their community. The course is offered to Indigenous students in a blended model of
study that includes four residential schools in Dubbo each year with supported online
distance education options for the rest of the year. In addition, CSU staff travel to the
communities to support students, and are also available for consultation by phone,
email or videoconference. Students can also use the support of Charles Sturt
University’s Rural and Remote Learning Support Team, and the Indigenous Student
Services team. A key component is to recruit students from each community so they
have peer support. This new program is an example of how CSU supports the needs of
regional and remote Aboriginal and Torres Strait Islander students whereby delivery
of education is in a number of modes including virtual networks and technology based
solutions to provide greater access to higher education learning.
2.3.4. Scholarships
CSU actively promotes scholarships specific to Aboriginal and Torres Strait Islander peoples.
The CSU web provides details of the available scholarships, including contact details for the
equity team. In addition, CSU staff engaged in marketing CSU, handling enquiries, and are
involved in access and pathway programs are aware of and promote scholarships for
Indigenous students.
The Student Services Scholarship Office administers Equity Scholarships and Grants. These
include:
• CSU Distance Education Textbook Equity Grant;
• CSU Equity Scholarships;
• CSU Relocation Equity Grant;
• CSU TAFE Pathway and Partnership Scholarship;
• CSU TAFE to Uni Scholarship;
• CSU Technology Equity Grant;
• Indigenous Access Scholarship;
• Indigenous- Commonwealth Accommodation Scholarships;
• Indigenous-Commonwealth Education Costs Scholarships;
26
•
•
Professional Placement Equity Grants; and
Residential School Equity Grants.
Table 2.9 below details the 2012 government Indigenous scholarships awarded.
Table 2.9 Scholarships specific to Aboriginal and Torres Strait Islander students, 2012.
Scholarship
Details
Govt
No.
No.
Private
Allocated Awarded
university
25
25
Comments
•
Cost
Indigenous
Commonwealth
Accommodation
Scholarship
(ICAS)
Govt
Indigenous
Commonwealth
Education Costs
Scholarship
(ICECS)
Govt
Indigenous
Access
Scholarships
Govt
36
36
•
All newly allocated $167,724.00
Aboriginal &
Torres Strait
Islander Human
Services / Social
Work Student
Scholarship
University
1
1
•
Identified specific
scholarship
$2,500
Dr Bal Krishan
University
2
2
•
Identified specific
scholarship
$4,000
Wagga Wagga
Private
Local Aboriginal
Land Council &
Aboriginal
Community
Scholarship
2
2
•
Identified specific
scholarship
$7,000
Indyamarra
Scholarship
Private
1
1
•
Identified specific
scholarship
$3,000
Indyamarra
Prize
Private
2
2
•
Identified specific
scholarship
$2,000
•
52.5
52.5
•
•
8.5 continuing
recipients
16.5 newly
allocated
$118.850.00
18 continuing
recipients
34.5 newly
allocated
$124,792.50
27
University
1
1
•
Identified specific
scholarship
$3,000
National
University
Tertiary
Education Union
Charles Sturt
University
Branch
Indigenous
Education
Scholarship
1
1
•
Identified specific
scholarship
$1,000
Valarie Cox
Memorial
Scholarship
2
2
•
Identified specific
scholarship
$10,000
Chris Gordon
Memorial
Scholarship
University
In addition, scholarships specific to Indigenous students have been established for students
enrolled through the CSU campuses. We are striving to increase these opportunities for
students, for example in Albury-Wodonga, a new scholarship is offered to Indigenous
students in 2013, the Albury-Wodonga Aboriginal Medical Service Indigenous student
scholarship.
Overall, the CSU Foundation awarded 225 scholarships in 2012. It was not possible to
identify Indigenous students who received non-indigenous specific scholarships awarded at
the time of this report.
28
SECTION 2 – PART 4
ACHIEVE THE PARTICIPATION OF INDIGENOUS STUDENTS IN HIGHER
EDUCATION, AT RATES COMMENSURATE WITH THOSE OF OTHER
AUSTRALIANS
CSU has a strong commitment, and demonstrated success, in enhancing engagement by
Aboriginal and Torres Strait Islander peoples in the whole range of higher education
experiences from sub-degree enabling programs, through to undergraduate and postgraduate
courses, and research degrees including Doctorates. As with ensuring access, successful
participation of Aboriginal and Torres Strait Islander students involves our whole of
University approach. This section will detail outcomes achieved for 2012, and our strategies
to enhance success.
Table 2.10 Enrolled Aboriginal and Torres Strait Islander students 2008-2012
Aboriginal and Torres Strait Islander
2008
2009
2010
2011
2012
374
478
548
626
736
1
11
16
13
no info
not Aboriginal and Torres Strait Islander
34196
36272
39619
39665
39417
% Aboriginal and Torres Strait Islander
1.1%
1.3%
1.4%
1.6%
1.9%
Figure 3 below shows the continued trend of increased numbers of Aboriginal and Torres
Strait Islander people enrolled in courses at CSU.
1000
900
800
700
600
500
400
300
374
478
548
626
736
200
100
0
2008
2009
2010
2011
2012
Figure XX. Aboriginal and Torres Strait Islander students enrolled at CSU 2008-12
29
As a significant number of Aboriginal and Torres Strait Islander students have dual
enrolments due to their participation in enabling programs, it is important to provide head
count data. Table 2.11 below summarises headcount data for Aboriginal and Torres Strait
Islander students.
Table 2.11 Headcount data for Aboriginal and Torres Strait Islander students 2008-2012
Aboriginal and Torres Strait Islander
2008
2009
2010
2011
2012
341
452
510
593
685
1
10
15
13
no info
not Aboriginal and Torres Strait Islander
32463
34230
37477
37801
37856
% Aboriginal and Torres Strait Islander
1.1%
1.3%
1.4%
1.6%
1.8%
The difference in enrolments to headcount predominantly results from multiple enrolments in
supplementary courses that the University provides to students free-of-charge as a means of
supporting them in their tertiary studies.
Although we are please with this steady increase in numbers, we have set a target of 2.25%
enrolments by 2015. This will require continued steady increases and ongoing development of
our support strategies.
The following sections provide details on the strategies used to enhance Aboriginal and
Torres Strait Islander experiences at CSU, and the role of Indigenous Student Services.
2.4.1. Course work support
A range of initiatives and strategies used in 2012 are important in our work to facilitate
student success, particularly in first year undergraduate courses. The range of strategies that
Aboriginal engage with include
• Dedicated support through the Indigenous Student Service team (see section 2.4.3.
below for more detail).
•
Student orientation where both on campus and online orientation is supported
•
The establishment of the Student Transition and Retention (STAR) program with staff
focussed on student success embedded in each Faculty
• The Student Success Team who make phone calls to first year students to support
them in their transition to university. The SST will refer to support services from
Learning Skills Advisers, Student Services, the library and a number of other areas
across the university depending on the circumstances of each student. Each call is
followed up by an email outlining the plan of action discussed in the phone call
• The Regional and Remote Learning Support team that employs three tiers of support
(Face to Face Outreach Sessions; School Connected Classroom Connections through
30
Partnership with DECS; Skype/Phone within CSU)
The use of the Regional and Remote Learning team is important for CSU Aboriginal and
Torres Strait Islander students as the majority of these students study by distance (see Figure
4 below)
1000
900
800
700
TOTAL Aboriginal and
Torres Strait Islander
600
500
Distance Ed
400
Internal
300
200
100
0
2008
2009
2010
2011
2012
Figure 4 Aboriginal and Torres Strait Islander Student enrolments by mode of study.
2.4.2. Research Support
Through the Research office, CSU has established strategies specifically designed to facilitate
Aboriginal and Torres Strait Islander peoples’ engagement in research and enrolment in
research higher degrees. These include:
Indigenous Research/Researchers Seed Funding
Small internal funding pool to support seeding projects and/or small groups.
Indigenous HDR Student Tuition Fee Support
To encourage and support Indigenous Higher Degree by Research (HDR)
student candidates by providing tuition fees, this scheme is open to general
staff and community members.
Indigenous Academic Fellowship Program
A program that provides a living wage for eligible Indigenous PhD candidates
and assists in developing potential to enter an academic career. The fellowship
combines higher degree by research studies and a 0.2 FTE teaching role (one
day per week). Eligible candidates would enrol in a CSU PhD program and
will receive appropriate, high quality supervision and academic support, with
31
the opportunity to transition into a continuing academic position upon
successful completion of the four year fellowship.
Indigenous Staff HDR Pathways
A program that offers partial buy-out of academic staff members to facilitate
fast-tracked completion of Graduate Certificate in Research Methods/Honours
programs, as a pathway into PhD studies. Partial buy-out equates to
approximately half time release from teaching/administration responsibilities.
Indigenous Staff PhD Release Scheme
Provision of full time equivalent release from teaching for eligible staff to
facilitate PhD completion.
In addition, the research office in partnership with the Associate Deans Research within
Faculties and research supervisors, facilitates effective support for students engaging in
research, including the use of a research portal for higher degree students.
2.4.3 The Role of Indigenous Student Services in enhancing participation and success
Critical to our work with Aboriginal and Torres Strait Islander students is the Indigenous
Student Service (ISS) team. This is the University’s front line in servicing the needs of
Indigenous students regardless of their mode of study (on-campus, distance, or blended). ISS
has been operating at Charles Sturt University since 1991 working collaboratively within the
University, and with external partners, to building strategies for effective provision of
academic, personal and cultural support for Indigenous students.
In early 2011, ISS with the Academic Support team was placed in the newly formed Office of
the Dean of Studies within the portfolio of the Deputy Vice Chancellor (Academic). This
move has enhanced work to integrate ISS practice with Faculties. In 2013, the Dean of
Studies became the Office of the Dean of Students encompassing all three arms of student
support, that is, ISS, Academic Support, and Student Services. Bringing together the three key
teams tasked with enhancing access and successful transition and participation of CSU
students will enable us to further progress our holistic approach to supporting Indigenous
students.
Indigenous Student Services: Vision
The Indigenous Student Services vision is to pursue all realistic opportunities that promote
and enhance regional Aboriginal and Torres Strait Islander people's access, participation and
success in the tertiary education environment.
This vision is achieved by:
• promoting Charles Sturt University as a place that welcomes, values and supports
Indigenous people in their pursuit of higher learning;
• challenging customs and practices that distract Indigenous people from the pursuit of
higher education;
• maximising human, financial and other resources to advantage Indigenous students’
access and progress in their chosen program of study;
32
•
•
energising commitment within the University towards the acquisition of knowledge
and understanding of Indigenous societies and cultures; and
mapping, articulating and implementing strategies that integrate social, cultural,
financial and technological challenges into all activities.
Indigenous Student Services: Statement of Values
In achieving the vision, the Indigenous Student Services is committed to:
• respect for the principles of fairness, accountability and equality of treatment in both
word and deed;
• honest observance of protocols and cultural norms in our interactions with Wiradjuri
and other Indigenous communities;
• respect for innovation and best practice;
• recognition of the inherent worth of each individual; and
• the pursuit of quality and excellence.
Key roles and responsibilities of ISS include:
•
•
•
•
•
•
•
Development and delivery of culturally appropriate support programs to Indigenous
students within the University;
Management and delivery of schemes such as the Federal Government’s Indigenous
Tutoring Assistance Scheme and the Away From Base support program;
Providing a skills assessment program to assist Indigenous persons to determine their
most appropriate pathway of study (i.e., Darrambal – see section 2.3.2 above);
Promotion of CSU programs of study to Indigenous communities across Australia
(see section 2.3.1. above);
Developing collaborative engagement between Indigenous communities and
University Faculties, Research Centres and Schools;
Representing students and communities in matters relating to Indigenous education at
the University; and
Developing partnerships with local communities, institutions, services and agencies.
CSU's main campuses are located on the traditional country of the Wiradjuri people. These
lands have always been a place of learning. Wiradjuri people are instructed in their cultural
traditions by those with the knowledge, wisdom and learning.
CSU, Indigenous Student Services and Wiradjuri people work together in education. We
proudly acknowledge this in CSU's philosophy of 'Sharing learning in Wiradjuri country'.
Today, the tradition of learning continues as students from diverse communities and
backgrounds come to CSU.
Since 1991 the Indigenous Student Services team (previously called the Indigenous
Education Unit, and Indigenous Student Support) has been operating at Charles Sturt
University. During that time, activities have focused on the provision of academic, personal
and cultural support for Indigenous students regardless of their mode of study (on campus,
distance, or mixed).
33
34
SECTION 2 – PART 5
ENABLE INDIGENOUS STUDENTS TO ATTAIN THE SAME GRADUATION RATES
FROM AWARD COURSES IN HIGHER EDUCATION AS FOR OTHER AUSTRALIANS
Support mechanisms CSU has in place to support Aboriginal and Torres Strait Islander
students to complete their study have been detailed in the previous sections. A critical
element is that the majority of Aboriginal and Torres Strait Islander students study by
distance, and many study part time. This involves the need for these students to balance study
against multiple competing elements over a prolonged period of time.
We are continually reviewing course offerings and supports to heighten our capacity to be
agile and responsive to Aboriginal and Torres Strait Islander students and their needs. Tables
2.12, 2.13, and 2.14, summarise the data on completions.
Table 2.12 Higher Degree and Postgraduate Completions 2008-2012.
Higher Degree and Postgraduate
Aboriginal and Torres Strait Islander
2008
2009
2010
2011
2012
20
23
24
20
16
1
3
8
9
5
9
3
5
2
Doctorate by Research
Graduate Certificate
12
Graduate Diploma (extending previous studies)
3
Graduate Diploma (new academic area)
1
3
Master's by Coursework
4
11
1
9
no info
10
4
2
1
2
1
Doctorate by Research
Graduate Certificate
Graduate Diploma (extending previous studies)
Graduate Diploma (new academic area)
Master's by Coursework
not Aboriginal and Torres Strait Islander
2579
2374
3025
2728
2306
Doctorate by Coursework
16
8
5
3
1
Doctorate by Research
86
35
78
46
9
Graduate Certificate
736
737
929
791
770
Graduate Diploma (extending previous studies)
229
270
338
311
257
Graduate Diploma (new academic area)
424
215
193
152
185
Master's by Coursework
1079
1105
1478
1421
1083
9
4
4
4
1
TOTAL
2599
2397
3050
2752
2323
% Aboriginal and Torres Strait Islander
0.8%
1.0%
0.8%
0.7%
0.7%
Master's by Research
35
As can be seen from the table above, postgraduate completion levels have remained relatively
static across the preceding 5 years. Through ongoing evaluation and refinement of strategies
and course offerings we aim to positively impact on this outcome.
Table 2.13 Bachelor degree Completions 2008-2012.
Bachelor Degree
Aboriginal and Torres Strait Islander
2008
2009
2010
2011
2012
22
39
35
47
41
1
1
2
1
1
33
45
Bachelor's Graduate Entry
Bachelor's Honours
1
Bachelor's Pass
21
39
no info
1
1
2
1
1
2
4453
4205
4620
4747
3515
9
65
111
139
112
Bachelor's Honours
104
105
133
141
110
Bachelor's Pass
4340
4035
4376
4467
3293
39
Bachelor's Honours
Bachelor's Pass
not Aboriginal and Torres Strait Islander
Bachelor's Graduate Entry
Unknown
1
Bachelor's Honours
Bachelor's Pass
1
TOTAL
4477
4245
4655
4794
3558
% Aboriginal and Torres Strait Islander
0.5%
0.9%
0.8%
1.0%
1.2%
We are pleased that strategies implemented are associated with a steady rise in completions at
the Bachelor level. However, this is an area we continue to target through the range of
participation strategies employed during students’ enrolment.
As can be seen in the table below the percentage of Aboriginal and Torres Strait Islander
students engaging in sub degree courses is higher than for undergraduate and postgraduate
courses. This reflects the introduction of a range of enabling and pathway courses specific to
Aboriginal and Torres Strait Islander students, such as iPROWD.
36
Table 2.14 Sub-Bachelor degree Completions 2008-2012.
SUB DEGREE
2008
2009
2010
2011
2012
Aboriginal and Torres Strait Islander
21
5
18
21
20
Associate Degree
18
4
18
19
20
Diploma/Associate Diploma
2
1
Other award course
1
2
not Aboriginal and Torres Strait Islander
825
901
857
Advanced Diploma/Diploma
22
7
5
Associate Degree
779
874
802
1060
792
Diploma/Associate Diploma
6
1
4
2
17
Other award course
18
19
46
37
18
846
906
875
1120
848
2.5%
0.6%
2.1%
1.9%
2.4%
TOTAL
% Aboriginal and Torres Strait Islander
1099
828
1
The final table, Table 2.15 below, provides the aggregate data for completions at CSU
2008
2009
2010
2011
2012
Aboriginal and Torres Strait Islander
63
67
77
88
77
not Aboriginal and Torres Strait Islander
7857
7480
8502
8574
6649
2
1
1
4
3
TOTAL
7922
7548
8580
8666
6729
% Aboriginal and Torres Strait Islander
0.8%
0.9%
0.9%
1.0%
1.1%
no info
37
SECTION 2 – PART 6
TO PROVIDE ALL AUSTRALIAN STUDENTS WITH AN UNDERSTANDING OF, AND
RESPECT FOR, INDIGENOUS TRADITIONAL AND CONTEMPORARY CULTURES
The University directly addresses the cultural competence of both staff and students in several
ways (see sections 1, 2.1, and 2.2), as well as maintains close connections with Indigenous
communities. This demonstrates the depth of the University’s commitment to graduating
students who are able to demonstrate an understanding of and respect for Indigenous culture,
history and lifeways.
As stated earlier, CSU’s Indigenous Education Strategy recommended the inclusion of
Indigenous content in all on-shore undergraduate programs at Charles Sturt University by
2015. This strategy is being systematically implemented course by course as part of the
University’s five-yearly course review process.
Indigenous content has long been a foundational part of the curriculum of many courses at
CSU. As outlined in Recommendation 15 of the CSU Indigenous Education Strategy,
embedded Indigenous content will now be an assessable component of all undergraduate
awards offered by Charles Sturt University by 2015. This will not only provide students with
knowledge and understanding of Indigenous Australian cultures, histories and contemporary
issues, but also with skills and strategies for working confidently and effectively with
Indigenous peoples and communities.
The development of Curriculum Guidelines for the Incorporation of Indigenous Content into
CSU Onshore Undergraduate Programs provides a framework for academics in enabling
Recommendation 15 of the CSU Indigenous Education Strategy. The Guidelines can be
accessed at: http://www.csu.edu.au/division/landt/indigenous-curriculum/.
Special consideration is given to vocation specific programs that are co-provided or require
accreditation from professional bodies to meet the professional, pedagogical and regulatory
requirements. It is envisaged that through the development of a pedagogical framework and
resulting foundational subject, Indigenous content will be integrated throughout the remainder
of the programs.
In addition to this, work has been in progress since November 2012 to draft Graduate
Learning Outcomes that will apply to all undergraduate courses at CSU. It is important to note
that the third (of six) core Graduate Learning Outcomes requires that Graduates of CSU
undergraduate degrees demonstrate an understanding of and respect for Indigenous traditional
and contemporary cultures.
Incorporating Indigenous content into all CSU undergraduate programs will ensure CSU
students graduate with current and appropriate cultural understanding. It will also equip them
with the skills to develop attributes that are necessary for active and ethical local, national and
global citizenship.
The Centre for Indigenous Studies employs a full time Indigenous Community Relations
Officer and Indigenous Student Services employ 6 full time Indigenous Student Support
Officers. These seven staff actively promote within Indigenous Australian communities
tertiary studies in general and CSU as the preferred education provider. They assist in
developing relevant and effective links to promote the objectives of the University’s
38
Indigenous Education Strategy and maintain close connection with the Wiradjuri Council of
Elders.
Charles Sturt University has traditionally provided cultural awareness training as part of
formal staff development programs. Key people (from the Centre for Indigenous Studies,
Human Resources and CSU Training), the Indigenous Employment Coordinator and the
Indigenous Curriculum and Pedagogy Coordinator have together developed a culturalcompetence training course for delivery to CSU staff. This training program contains generic
Indigenous Australian Studies content as well as elements targeted at developing the specific
skills required by academic and general staff of Charles Sturt University.
39
SECTION 3
EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT
This section only captures Indigenous Support Program funds. No other funds are reported
here, for example, those expended on additional strategies to enhance access, participation
and success of Aboriginal and Torres Strait Islander people.
INCOME for Indigenous Support Program for 2012
1
INCOME: 2012 ISP grant
$1,492,000
2**
Unspent 2012 ISP funds, to be carried over to 2013 – as reported in your
providers audited annual financial statements.
3
TOTAL ISP income for 2012
$0
$1,492,000
EXPENDITURE of Indigenous Support Program (ISP) 2012 (from Item 1)
4
EXPENDITURE: ISP program (Item 1)
4a
Operating costs, including salaries, for Indigenous support services.
$1,349,304
Salaries & On-costs
$995,829
Communications
$ 32,699
Fees for Services Rendered
$ 69,852
Stores & Provisions
$ 93,285
Travel
$154,703
Other (Sponsorship)
$
2,936
4b
Capital Items – list any major items purchased for Indigenous
student/staff use only and briefly describe how they were committed to
Indigenous Education
- Furniture, portable items & capital purchases for the Support
Units
4c
Higher education provider overheads.
4d
Other Indigenous Support Program expenditure
4e
$ N/A
$123,191
Promotional Materials
$ 43,765
Darrambal Program
$ 79,426
Total Indigenous higher education expenditure for 2012
$19,505
$1,492,000
40
EXPENDITURE of Indigenous Support Program carry over funds 2012 (from Item 2)
**An additional grant allocation for 2012 of $147,000 was received in February 2013 and
will be reported in the 2013 year. The notification letter from the Department of Industry,
Innovation, Science, Research and Tertiary Education (dated 24 December 2012) was
received when Charles Sturt University was closed for the end of year. Therefore, the table
below does not identify any funds carried over, as the $1,492,000 grant is included in Charles
Sturt University’s audited financial accounts as fully expended in 2011 and 2012.
5**
EXPENDITURE: ISP Program carry over funds 2012 (Item 2)
5a
Operating costs, including salaries, for Indigenous support services.
$0
5b
Capital Items – list any major items purchased for Indigenous
student/staff use only and briefly describe how they were committed to
Indigenous Education
$0
5c
Higher education provider overheads.
5d
Other Indigenous Support Program expenditure
$0
5e
Total expenditure of carry over funds.
$0
41
SECTION 4
HIGHER EDUCATION PROVIDER’S CONTACT INFORMATION
University Officer
Indigenous Education Unit Officers
Prof Garry Marchant
Mr Ray Eldridge
Deputy Vice Chancellor (Academic)
Manager, Indigenous Student Services
(02) 6338 4594
(02) 6933 2185
[email protected]
[email protected]
Assoc Prof Wendy Nolan
Director, Centre for Indigenous Studies
(02) 6885 7345
[email protected]
Ms Catherine MAXWELL
Indigenous Employment Coordinator
(02) 6933 2200
[email protected]
42
SECTION 5
PUBLICATION OF THE STATEMENT
CHARLES STURT UNIVERSITY’S Indigenous Education Statement is promulgated on the Office of the Dean
of Students website: http://www.csu.edu.au/dean-of-students.
43