An Assessment of EEO at the
University of Waikato
Legislation
Being a good employer
Strategy - ko te tangata
EEO Policy & Programme
University Plans (Workforce; Maori; Pacific)
Attractiveness to women, Maori, and Pacific peoples
Equal Employment Opportunities
at the University of Waikato
Removing barriers to participation
Representation and diversity
Leadership Development
Flexible working options
Career development
Work/life balance
Dr Maureen Marra: Organisational Development
May 2015
University of Waikato EEO Assessment, May 2015 | M.J. Marra
List of contents
Page
EEO Assessment
1. Background
2. Ethnicity profiles
2.1
Regional ethnicity profile
2.2
Student ethnicity profile
2.3
Staff ethnicity profile
2.4
Student gender profile
2.5
Regional qualifications profile
2.6
Summary comments
3. Staff gender profiles
3.1
Gender profiles
3.2
Seniority profiles
3.3
Occupational segregation
3.4
Summary comments
4. How we feel – Staff Engagement Survey 2012-2014
4.1
Work-life balance and wellness
4.2
Perceptions of equality
4.3
Flexible working arrangements
4.4
Valuing Māori culture
4.5
Career opportunities
4.6
Rewards and recognition
4.7
Summary comments
5.
Promotions/Advancements and Salary review
5.1
Academic staff Promotions and advancements 2013
5.2
General staff Salary review 2013
5.3
Summary comments
6.
Career Progression Survey
6.1
Survey summary and link
7.
Practices and programmes for EEO target groups
7.1
Leadership development programme
7.2
Self-development programme
7.3
Assessing EEO at the University of Waikato (this paper)
8.
Next steps
3
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
Background
1.1 Introduction
This report on the assessment of Equal Employment Opportunities (EEO) at the University of Waikato
provides a snap shot of the EEO situation at December 2014. Its purpose is to:
a. provide a collection of baseline data from which progress on EEO can be measured and
reported;
b. inform the reviews of the EEO Policy and Programme in 2015; and
c. identify learning and development needs
The EEO Assessment was an action of the current EEO Programme (2012-2015) which has five EEO
objectives for the University to strive towards (Table 1). Actions to be implemented towards achieving
these objectives included a comprehensive Equality Assessment of the situation and the development of
a set of EEO indicators.
This paper reports on the analysis of our current situation through:
 Regional demographics and staff student ethnicity profiles;
 Staff profile data to analyse patterns and trends of representation across disciplines and
seniority;
 Promotions and advancements;
 The results of a EEO Career Progression Survey;
 Relevant items from the Staff Engagement Survey 2009-2014; and
 Practices and programmes for EEO target groups; and
 Next steps
Table 1: Objectives of the EEO Programme 2012-2015
EEO objective 1:
To improve the representation and participation of women, Māori and Pacific people across
all sectors of the University
EEO objective 2:
To provide a work environment where Māori staff are well represented, valued and included,
particularly in senior leadership roles
EEO objective 3:
To be a ‘Good Employer’ in the Waikato Region by providing flexible working opportunities ,
better access to employment and on-going support for family care-givers at the University of
Waikato
EEO objective 4:
To increase the numbers of female and Māori Professors and Associate Professors to provide
research leadership and development for women and Māori within their disciplines
EEO objective 5:
To increase the number of women in senior leadership roles
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
EEO Assessment
2
2.1.
Ethnicity profiles
Regional ethnicity profile
2013 Waikato Regional Census data summary
Māori % of regional population
% of total Māori population living in Waikato
Pacific peoples % of regional population
Asian % of regional population
% Māori aged 15-64
Total population
Total females
Total males
2. 2
20.7%
14%
3.6%
7%
19.7%
403,641
206,775
196,863
Student ethnicity profiles 2014
2014 Student EFTS by citizenship and first ethnicity
First Ethnicity
African
Australian
British / Irish
Cambodian
Chinese
Dutch
Filipino
German
Greek
Indian
Italian
Japanese
Korean
Latin American
Middle Eastern
New Zealand Māori
No response
NZ European/European/Pakeha
Other
Other Asian
Other European
Other Southeast Asian
Pacific Island
Polish
South Slav
Sri Lankan
Vietnamese
Total
Domestic1
121.6
54.1
275.6
14.7
176.8
56.7
81.2
15.2
1.2
267.4
5.7
7.9
45.2
21.3
34.9
1,861.4
5.0
4,443.4
142.1
64.7
106.7
22.5
400.1
4.1
1.4
27.1
7.1
8,265.0
International
20.7
1.2
8.1
1.1
834.9
2.9
1.7
12.1
83.9
2.1
87.3
23.2
15.8
194.1
0.5
95.9
78.6
40.2
25.8
78.7
0.5
15.9
13.3
1,638.5
1
Domestic students are: students who are New Zealand citizens, which include citizens of the Cook Islands, Niue and Tokelau; New Zealand
permanent residents currently living in New Zealand; Australian citizens currently living in New Zealand; Australian permanent residents who
have a returning resident’s visa and are currently living in New Zealand.
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
Student Māori and Pacific peoples EFTS2 by citizenship 2014
Ethnicity
Domestic
New Zealand Māori
1,861.4
Pacific island
2. 3
International
500.6
% of total EFTS
-
22.5%
78.7
7%
Staff ethnicity profile
Staff ethnicity profile, 2014
European
Māori
Other
Asian
Unstated
Pacific Peoples
Middle Eastern/Latin American/ African
FTE
1010
140
102
84
43
20
3
%
72%
10%
7%
6%
3%
1.4%
0.2%
Māori staff profile 2014
FTE Māori staff
% Māori in occupational
groups
Professor
2.3
3%
Associate Professor
4
5%
Senior lecturer 2
7
7%
Senior lecturer 1
15
11%
Lecturer
18.6
20%
Academic other
11.6
10%
General staff Senior
10.9
6%
General staff < L6
70.6
7%
Total FTE
140
Māori representation of total staff 2014 = 9.9%
Pacific peoples staff profile 2014
FTE Pacific
staff
Professor
Associate Professor
Senior lecturer 2
Senior lecturer 1
Lecturer
Academic other
General staff Senior
General staff < L6
Total FTE
0
0
1
3
2
5
2
7.6
20.6
% Pacific staff in occupational
groups
0
0
1%
2%
2%
4%
1%
1%
Pacific peoples representation of
total staff 2014 = 1.46%
2
Students who self-report as both “NZ Māori” and “Pacific Island” are reported under both ethnicities A student is identified as Māori if they
have self-reported "NZ Māori" as any of their three choices of ethnicities. A student is identified as Pacific if they have self-reported "Cook
Island Māori", "Fijian", "Niuean", "Samoan", "Tokelauan", "Tongan", or "Other Pacific Island" as any of their three ethnicities
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
2.4
Student Gender profile
Student gender profile 2012-14 (FTE)
2012
2013
2014
Female
7184
7086
5923
% Of total
56.9
57.4
57.3
Male
5337
5258
4408
% Of total
42.6
42.6
42.7
12521
12344
10331
Total student FTE
2.5
Regional qualifications profile
% of population with Bachelor
Degree/ Level 7 qualification
%of population with
PhD qualification
Northland
7.4
0.28
Auckland
15
0.66
Waikato
9.8
0.55
Bay of plenty
9
0.3
Gisborne
8
0.2
Hawkes bay
8.9
0.26
Taranaki
7.8
0.2
Manawatu-Whanganui
8.4
0.88
North island regional census data 2013
Wellington
National average
16
1.1
12.1
0.66
Note: population count = 15yrs and over
2.6
Summary comments


In 2014 Māori staff representation was 9.9% of total staff, whereas Māori students comprised 22.5% of
the total domestic student EFTS.
In 2014 Pacific peoples staff representation was 1.46% of total staff, whereas students of Pacific
ethnicities comprised 6% of total domestic students 5.84% of total student EFTS

In 2014 Pakeha New Zealand/ European students accounted for 50.7% of total student EFTS,
while around 72% of staff identified as European ethnicity.

According to 2013 Census data, 14.0 percent of New Zealand's Māori population usually live in Waikato
Region; Waikato’s Māori population ranks second in size out of the 16 regions in New Zealand. However,
comparing staff and regional ethnic profiles is complicated by qualifications. In the Waikato just 9.8% of
population over 15 years stated they had a bachelor degree. Nationally, 12.3 percent of Māori women
and 7.4 percent of Māori men stated a bachelor’s degree or higher as their highest qualification
(Census 2013).


According to 2013 census data, 11.5% of New Zealand’s Māori population usually live in the Bay of Plenty
which ranks 3rd in size in New Zealand.
The student gender profile over 2012-2014 remained around 57% female and 42% male.
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
3
Staff profiles
3.1
Gender profiles
Total staff gender profile
Year
Males %males
2014
2013
2012
564.46
576.25
586.27
40%
40%
41%
Females
%females
Total staff FTE
839.62
860.02
848.9
60%
60%
59%
1404.08
1436.27
1435.17
Academic staff (FTE) by gender 2012-2014
Year
Males
Females
2014
306.06
289.08
2013
312.11
293.63
2012
319.20
292.35
General staff (FTE) by gender 2012-2014
Year
Males
Females
2014
258.4
550.54
2013
264.14
567.39
2012
267.07
556.55
3.2
Seniority
% (FTE) female staff by position- 2011-2014
2011
Professor
23
Associate Professor
37
Senior Lecture R2
38
Senior Lecturer R1
50
Lecturer
62
Academic Other
75
General Staff Senior
45
General Staff
72
2012
25
38
37
51
56
67
49
72
2013
26
39
38
52
55
67
50
73
2014
27
37
43
53
55
66
51
73
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
3.3
Occupational segregation
% (FTE) Gender representation across Faculties/Divisions - 2014
90
80
70
60
50
40
30
20
10
%Males
3.4
SASD
Library
FEDU
HRM
CERD
PVC Maori
FSD
%Females
Summary comments







3
VC Office
FLAW
FASS
WMS
FSEN
ITS
FMD
FCMS
0
The ratio male: female staff is similar to the ratio of male: female students
Total staff FTE dropped by 31.9 FTE over 2012-2014;
o the drop consisted of 22 male FTEs, most of which were male academic FTEs (drop 13
FTE); 9 female academic FTEs dropped 3. General staff FTE dropped around 15 FTE
(males 9 FTE and females 6 FTE).
The ratio of male /female academic staff remained constant over 2012-2014 at 51% male, 49%
female
 Female FTE Professors increased from 23-27 over 2011-2014; while there is room for
improvement, the University of Waikato leads other New Zealand universities with the
number of female professors.
 There was no increase in the number (FTE) of Associate Professors of this time; although the
2014 promotions3 include:
o three females and two males promoted to Professor; and
o six females and two males promoted to Associate Professor.
Female over-representation in Academic Other roles dropped from 75% to 66%
Around 67% of general staff are female and that has remained constant over 2012-2014
Although 67% of general staff are female, just 51% of the total general staff are in senior general
staff positions
There is an historical gender occupational segregation at the University of Waikato
o In some occupational groups female staff numbers are significantly higher than male
staff; for example in the Faculties of Law and Education (FEDU), in the School of Māori
and Pacific Development (SMPD) and also in administration and service areas (e.g.
Because the 2014 promotions were not reported until Feb 2015, they do not appear in the 2014 staff profiles
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
Community and External Relations (CERD), Human Resources (HRM), Library, Financial
Services (FSD) and the Offices of the VC, DVC and PVC Māori)
In other occupational groups, the numbers of female staff are significantly lower than
their male counterparts (e.g. Faculties of Science and Engineering (FSE) and Computer
and Mathematical Sciences (FCMS), Facilities Management (FMD) and Information
Technology Services (ITS)).
Waikato Management School (WMS) and the Faculty of Arts and Social Sciences (FASS)
have relatively equal representation of men and women
o
o
4.
How we feel – Staff Engagement Survey 2012-2014
4.1
Work-life balance and wellness
2012 survey responses
Work life balance
Males
2014 survey responses
Females
Males
Females
Benchmark
Aus&NZ Unis 2014
I maintain a good balance between work and
other aspects of my life
63%
67%
66%
67%
61%
I am able to stay involved in non-work
interests and activities
I have a social life outside of work
70%
73%
72%
75%
67%
75%
80%
76%
80%
76%
I am able to meet my family/whanau
responsibilities while still doing what is
expected of me at work
73%
75%
78%
77%
69%
Wellness
I am given enough time to do my job well
57%
59%
59%
61%
53%
I feel in control and on top of things at work
57%
59%
56%
62%
54%
I feel emotionally well at work
66%
63%
63%
66%
61%
I am able to keep my job stress at an
acceptable level
62%
63%
62%
66%
58%
4.2
Perceptions of equality
Benchmark
Aus&NZ
Universities, 2014
2012 survey responses
2014 survey responses
Males
Females
Males
Females
There is equal opportunity for all staff in
the university of Waikato
59%
47%
61%
48%
60%
Discrimination is prevented and
discouraged
The university of Waikato demonstrates
commitment to gender equity
78%
72%
80%
71%
78%
77%
62%
Not benchmarked
Equality
not asked in 2012
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
4.3
Flexible working arrangements
2012 survey responses
Flexibility
2014 survey responses
Benchmark
Aus&NZ Unis 2014
Males
Females
Males
Females
I have enough flexible work arrangements to
meet my needs
77%
78%
80%
78%
75%
I can change my working hours if I need to
69%
66%
71%
66%
71%
I have a say about my working conditions
63%
61%
63%
60%
62%
4.4
Valuing Māori culture
2012 survey responses
Valuing Māori culture
Males
2014 survey responses
Females
Males
Females
Benchmark
Aus&NZ Unis 2014
I feel that Māori culture is promoted and
celebrated within the University of Waikato
82%
87%
87%
86%
Not bench marked
The University of Waikato provides me with
the opportunity to understand the relevance
of Māori culture in my role
61%
65%
69%
65%
Not bench marked
4.5
Career opportunities
2012 survey responses
Career opportunities
Benchmark
Aus&NZ Unis 2014
Females
Males
Females
Enough time is spent on career planning
36%
29%
40%
32%
35%
I am given opportunities to develop skills
needed for career progression
there are enough opportunities for my career
to progress at the University of Waikato
49%
42%
53%
48%
48%
36%
36%
47%
36%
39%
4.6
Males
2014 survey responses
Rewards and recognition
2012 responses
Responses:
Males
2014 responses
Benchmark
Aus&NZ Unis 2014
Females
Males
Females
The rewards and recognition I receive from
this job are fair
The University of Waikato fulfils its
obligations to me
I am satisfied with the income I receive
50%
48%
51%
48%
47%
64%
59%
62%
63%
61%
47%
45%
49%
46%
55%
I am satisfied with the benefits I receive
(super, leave, etc)
68%
72%
67%
68%
76%
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
4.7
Summary Comments
Work life balance and wellness

Overall, female responses to work life balance and wellness items is more positive than the male
responses. Males’ emotional wellness at work has dropped by 3% while females’ emotional
wellness increased by 3% over 2012-2014.
Perceptions of equality



Male responses to all three questions in the staff survey relating to equality at the University of
Waikato are up to 15% higher than female responses
Female responses to perceptions of equality score up to 12% lower than the benchmark of other
universities in Australia and New Zealand
Female perception of equality at the University remained relatively unchanged between 20122014 while male perception increased slightly by 2%.
Flexible working arrangements

There is little difference between males and females regarding flexible working arrangements
although males score higher than females by 2% and male response increased by 2% over 20122014 while the female response remained relatively unchanged
Valuing Māori culture
 Male (87%) and female (86%) staff feel Māori culture is promoted and celebrated within the
University of Waikato.
Career opportunities
 Female staff feel there are fewer career opportunities at the University of Waikato than male
staff (Female 36%; Male 47%)
 Female staff feel there is not enough time spent on career development (Female 32%; Male
40%)
 Males perception of career opportunities increased from 36% in 2012 to 47% in 2014 while
females response remained at 36% for the same period which is 3% below the benchmark of
other universities in Australia and New Zealand
Rewards and recognition


Staff Engagement survey data suggests that both male and female staff are dissatisfied with the
income and benefits that they receive. Response scores fall well below the survey benchmark of
other universities in Australia and New Zealand which may be because the composition of the
benchmarked universities is dominated by Australian universities (37 Australian universities
compared with three New Zealand universities) where salaries and benefits are higher than in
New Zealand.
Female staff satisfaction with income was 3% lower than males in 2014
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
5
Promotions/ Advancements and Salary Review 2013
5.1
Academic staff: Promotions/ Advancements
Distribution of promotions by academic category, amount of salary increase and gender: 2013
Number eligible for
promotion/advance
ment in each
category
Female
Male
<=$1000
$1,001$1,500
$1,501$2000
$2,001$3,000
$3,001 +
F
F
F
F
F
Academic Category
M
22
53
Professors
28
43
Associate Professors
32
56
Senior Lectures Range2
84
68
Senior Lecturers Range1
59
48
Lecturers
69
26
Others
3
294
294
Totals
3
M
M
1
1
2
26
3
13
M
M
1
2
7
2
8
11
2
1
1
5
5
5
8
4
6
7
9
9
11
6
5
7
1
2
2
1
2
1
1
34
14
12
10
19
20
25
38
Note: not all eligible staff applied for advancement /promotion
Summary Promotion/advancement Salary increase
Number of staff
Total female promotion/advancement <$2,000
49
Total male promotion/advancement <$2,000
27
Total female promotion/advancement >$2,001
44
Total Male promotion/advancement >$2,001
58
Distribution of promotions by salary band, amount of salary increase and gender: 2013
Number eligible for
promotion/advance
ment in each salary
band
Female
Male
Salary Band
16
2
<= $59,999
27
14
$60,000 - $69,999
39
27
$70,000 - $79,999
71
61
$80,000 - $89,999
66
40
$90,000 - $99,999
21
43
$100,000 - $109,999
54
107
$110000+
294
294
Totals
$1,001$1,500
$1,501$2000
$2,001$3,000
$3,001 +
<=$1000
F
F
F
F
F
M
M
M
M
2
2
3
1
9
5
3
21
8
5
1
1
1
1
1
1
2
2
1
11
6
1
6
3
4
6
10
5
1
5
3
5
10
18
19
20
25
38
2
3
3
1
3
34
4
14
12
M
10
4
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
5.2
General staff: Salary review decisions 2013
Distribution of salary increases with each occupational category, amount of increase and gender: 2013
Number eligible for
consideration in each
category
Occupational Category
Female
Male
2
1
Academic Support
344
75
Administrative/Secretarial
10
7
23
4
<=$1000
$1,001$1,500
F
M
$1,501$2000
F
M
$2,001$3,000
F
M
38
14
18
5
9
2
5
20
2
3
1
2
5
F
M
2
1
149
29
Service Workers
4
4
70
Computer Staff
11
26
5
Grounds
3
2
3
22
General Services
1
14
59
8
Library
16
3
3
1
2
1
Research
31
36
Technicians
13
19
1
1
478
225
Totals
199
98
47
36
25
11
10
4
% of total general staff eligible for consideration that
were successful in advancement (note: not all
eligible staff applied for advancement)
42%
44%
10%
16%
5%
5%
2%
2%
5.3
3
Summary comments


Equal numbers of female and male academics were eligible for promotion/advancement but
not all applied for promotion /advancement. Not all staff applied for advancement or
promotion. Of those who did apply o 80% of female academic promotions were in employment groups Senior Lecturer
Range 1 and below compared with 59% male promotions in the same employment
groups
o 93 academic females and 85 academic males were promoted/advanced; however,
the salary adjustment favoured male staff with the majority of females receiving
salary increases less than $2,000 and the majority of males receiving salary
increases of more than $2,001.
8% more male general staff than female general received salary increases 2013
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
6.
6.1
Career Progression Survey
Summary and link
The EEO assessment included understanding the career experiences of men and women, Māori and
Pacific peoples at the University of Waikato. A Career Progression Survey of staff and senior leaders,
which is a part of this assessment, was implemented in 2013-2014 via interviews and online surveys.
Two separate online surveys were provided to capture the different career pathways of academic staff
and general staff. A summary of results follow; the full report may be accessed at
http://www.waikato.ac.nz/pod/eeo/Career%20Progression%20Report%20University%20of%20Waikato
2015.pdf
d. A total of 114 academic staff and 188 general staff took part in the online survey
(around 15% of total staff); eight members of the Senior Leadership team and six staff
members were interviewed as part of the Career Progression Survey.
e. Main observations in the responses from academic staff include:
1. Men and women work on their careers differently.
2. Men and women discuss careers differently.
3. Data on flexible working arrangements contradicts assumptions that flexible working
relates to women.
Major observations from general staff include:
a. There are surprisingly similar responses between females and males.
b. Women participated in more professional development in the past three years
than men. For example 49% of female academic respondents had study leave
over the past three years compared with only 10% of their male counterparts.
General staff participation is professional development differs between genders
and seniority.
c. Women and men seek out different professional development options.
d. The main constraints on career progression are identified as the lack of job
opportunities for career advancement, no career pathways, time constraints in
the job restricting professional development opportunities and the lack of
opportunities to experience higher level work
f. Some Māori staff members are frequently called on to provide formalities such as
waiata and powhiri as part of their day to day responsibilities. This significant
contribution falls on a few senior Māori staff; their contribution needs to be better
recognised in promotions or in salary advancements
g. Interviews with senior leaders also identified that academic responsibilities such as
supervision place demands on a few Māori staff and there is a need for balancing
cultural obligations and academic aspects where a lot of time was imposed on a few
Māori staff – e.g. high supervision loads.
h. Current position descriptions and advertisements are not attractive to Māori and Pacific
peoples; that needs to change.
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University of Waikato EEO Assessment, May 2015 | M.J. Marra
7.
7.1
Practices and programmes for EEO target groups
Leadership development Programme
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7.2
Annual Women in Leadership Day (c. 300 participants each year)
o Includes networking, motivation, self-development, skills, leadership options
NZ women in Leadership (4-5 participants each year)
PG Cert Leadership in Higher Education (8 female graduates 2013-2015; 8 currently enrolled)
Emerging Leaders Programme (12 female general staff completed; 10 enrolled)
Learning development Programme
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7.3
Promotion applications for academic staff
Effective communication
Self-awareness
Difficult conversations
Career development; promotions applications; CV development
Goal setting
Support for learning sign language
Assessing EEO
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8.
This report - updated annually
Career Progression survey
Next steps
To meet the focus of the EEO Programme, which is to increase opportunities for women, Māori and
Pacific people, particularly in senior roles and in some occupational groups, ways forward for 2015
include:
1. Analyse job advertisements and position descriptions regarding attractiveness to women, Māori
and Pacific peoples (underway)
2. Increase leadership development opportunities for women particularly in HoS/CoD and middle
management positions
3. Develop strategic support for female CoDs, HoSs and managers – e.g. workforce planning
4. Develop team culture for motivation, innovation and change. (pilot is scheduled for 3rd July)
5. Strengthen diversity and inclusion in organisational culture
6. Investigate a University coaching programme (underway)
7. Monitor the distribution of gender remuneration at the University
8. Revise of the EEO Policy and EEO Programme (drafts completed)
9. Strengthen the connections between the EEO Programme and Strategy and Plans (e.g.
Workforce Plan; Māori Advancement Plan; Pacific Plan; Engagement Plan)
10. Develop online forum for discussion on diversity and inclusion (Diversity & Inclusion Matters)
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