EEO 2012- 2015
Equal Employment Opportunities at the
University of Waikato
A case for an EEO Programme 2012-2015
Maureen Marra & Anna Bounds (AVC –Operations)
July 2012
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A case for an EEO Programme at the University of Waikato 2012-2015
Whenever we diminish equality of opportunity, it means we are not using some of our most
valuable assets – our people – in the most productive way possible (Joseph Stiglitz, Nobel Prize winner,
Former World Bank Chief Economist. May 2011)
Introduction
The Equal Employment Opportunities (EEO) policy and programme provide an essential contribution
towards the University of Waikato achieving its strategic goals and showing commitment to its values. The
University is currently reviewing its EEO policy (see consultation draft in Appendix 1,Official Circular 25 May)
and developing a programme as it is legally required to do. The programme provides the mechanism for the
University to set EEO objectives, actions and indicators against which it will report in the University’s Annual
Report.
This paper proposes an EEO programme to achieve these ends. It has been developed taking into
consideration contributions from the University’s Gender Research Group and Women Professors and in
consultation with the PVC Māori and Head of Human Resource Management. It is based on a review of the
current situation at the University of Waikato, EEO programmes at other universities in New Zealand,
current initiatives and trends nationally and internationally and the current legislation and political
commitment.
Preparation for the proposed EEO programme as presented here and development of the EEO policy
highlighted three equal employment opportunities for the University of Waikato: 1) increasing the
representation of women and Māori at senior levels and in some occupational groups of the University, 2)
increasing the numbers of Māori staff relative to regional Māori population and 3) enhancing cultural
diversity and the inclusion of Māori and Pacific people.
In the initial stage (2012-2015) (Phase 1) of the EEO programme, we propose an Equality Assessment to
investigate, document and analyse the existing equality patterns of the institution to better understand the
EEO issues here. We propose to report on the progress of the Equality Assessment and the development of
the EEO programme in the Annual Report beginning in 2012.
The initial focus of the Equality Assessment is mainly on representation and inclusion relating to women,
Māori and Pacific people and the information will be used to improve our understanding of the nature of
patterns and how these should be addressed by the University. Gender and race equality issues are not
unique to the University of Waikato; they are typical of the current drive for equality for women and
indigenous people in New Zealand and throughout the world. It is proposed that the second stage (Phase 2)
of the programme (post 2015) will include other aspects of diversity and inclusion of other marginalised
groups.
This paper summarises the current situation and legislation regarding equal employment opportunities in
global and national contexts, identifying areas of inequality. The current situation at the University of
Waikato is then presented followed by a proposed EEO programme for the University.
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A case for an EEO Programme at the University of Waikato 2012-2015
New Zealand Legislative framework
The legislative framework requiring universities to ensure there are equal employment opportunities is
provided by:
State Sector Act Amendment (No 2)2004
Human Rights Act 1993
Employment Relations Act 2000
Education Amendment Act 1993
Equal Pay Act 1972
The State Sector Act requires the University to be a ‘good employer’ (Box 1)1 by operating a personnel policy
containing provisions generally accepted as necessary for the fair and proper treatment of employees in all
aspects of their employment. This includes provisions for:
 good and safe working conditions;
Box 1: Good Employers are defined as having
 an equal employment opportunities programme;
seven key elements:
 impartial selection of suitably qualified persons for
1. Leadership, accountability and culture
appointment;
2. Recruitment, selection and induction
 recognition of:
3. Employee development, promotion and exit
(i) The aims and aspirations of the Māori people;
4. Flexibility and work design
(ii) The employment requirements of the Māori people; 5. Remuneration, recognition and conditions includes equitable, transparent and gender
(iii) The need for greater involvement of the Māori
neutral remuneration
people in the Education service;
6. Harassment and bullying prevention
 opportunities for the enhancement of the abilities of
7. Safe and healthy environment
individual employees;
(Human Rights Commission, 2012)
 recognition of the aims and aspirations, and the cultural
differences, of ethnic or minority groups;
 recognition of the employment requirements of women; and
 recognition of the employment requirements of persons with disabilities.
EEO is defined as “a means of ensuring that all job-seekers and employees are considered for the
employment of their choice and that they have the chance to perform to their full potential. EEO is about
creating a versatile workplace that enables people to be productive and effective at work. It is based on
fairness, merit, cost-effectiveness, active employee involvement and good business planning.
EEO is about:
Box 2: Extract from UoW proposed EEO
 ensuring employers get the best person or team for the job
Policy
 removing barriers so all employees have the chance to
perform to their best
Principle 5: The University is committed
 maximising the potential of New Zealand's diverse
to improving employment opportunities
population
for groups who are traditionally under valuing people and respecting their abilities, backgrounds
represented in either occupational
and talent”(EEO Trust, 2012a)
EEO is based on principles of social justice and anti-discrimination
and it protects individuals’ human rights (Simon-Kumar, 2008). The
1
groups or levels of seniority, in
particular women, Māori and Pacific
people
Note: The legally binding definition of a ‘Good Employer” is in the State Sector Act section 77A
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A case for an EEO Programme at the University of Waikato 2012-2015
University of Waikato proposed EEO Policy Statement (Appendix 1) states commitment to these principles of
equal opportunity and recognises the need to give effect to such responsibilities. In particular, the proposed
EEO Policy states commitment to improving the employment opportunities for women, Māori and Pacific
people (Box 2).
Under the Crown Entities Act, 2004 Part 3 Section 118, the Human Rights Commissioner has responsibilities
to assist with progress on EEO, including equal pay for women (under the Human Rights Act, 1993 as
amended in 2002) and monitoring, analysing and reporting on progress in EEO. The Equal Opportunities
Commissioner also leads the development of guidelines and codes of practice to facilitate and promote best
practice in equal employment opportunities (Human Rights Commission, 2010a).
Gender equality nationally and internationally
Global gender inequality
Across the globe, women are persistently underrepresented at senior levels (Ely, Insead & Kolb 2011) (see
further information in Appendix 2) and, internationally, the number of women on boards is now being
monitored as an indicator of women’s progress and gender equality (Wilson, 2011; Human Rights
Commission, 2010b).
Current thinking supports that the view that full participation of women in all sectors and across levels is
essential for building strong economies, improving quality of life for families and communities (Timmers,
Willemsoen & Tijdens, 2010; United Nations global Compact, 2011) and is now advocated as a good business
model (e.g. Deloitte, 2011a; Deloitte, 2011b). Recently
Box 3: Women’s Empowerment Principles - Equality
UN Women and UN Global Compact developed a set of
Does Mean Business
principles entitled Equality Does Mean Business (Box 3),
1. Establish high-level corporate leadership for
gender equality.
with strong corporate support (see further information in
2.
Treat all women and men fairly at work –respect
Appendix 2).
3.
and support human rights and non-discrimination.
Ensure the health, safety and well-being of all
women and men workers.
Promote education, training and professional
development for women.
Implement enterprise development, supply chain
and marketing practices that empower women.
Promote equality through community initiatives
and advocacy.
Measure and publicly report on progress to achieve
gender equality.
Gender inequality in New Zealand
New Zealand is a signatory to the Convention on the
4.
Elimination of All Forms of Discrimination against
5.
Women (CEDAW) (Ministry of Women’s Affairs, 2010).
This Convention defines discrimination against women as
6.
"...any distinction, exclusion or restriction made on the
7.
basis of sex which has the effect or purpose of impairing
or nullifying the recognition, enjoyment or exercise by
women irrespective of their marital status, on a basis of
equality of men and women, of human rights and fundamental freedoms in the political, economic, social,
cultural, civil or any other field” (Ministry of Women’s Affairs, 2010).
Although the legislation allows for special measures (positive discrimination) that may be used to adjust an
inequality in the workplace, the current Government has a non-interventionist approach and gender equality
is viewed in a broader picture relating to assisting all people to reach their potential for their economic
success (Human Rights Commission, 2010a).
However, women continue to be discriminated against in New Zealand. In 2010, the Human Rights
Commission published the results of an extensive survey of women’s participation in New Zealand (Human
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A case for an EEO Programme at the University of Waikato 2012-2015
Rights commission, 2010b). The results show that New Zealand has slipped backwards or remained stagnant
in a number of areas of participation, particularly in governance. The latest Grant Thornton International
Business Report (2012) notes that New Zealand falls well below the global average (10%) having only 5% of
businesses led by women compared with 30% in Australia (Grant Thorndon, IBR, 2012).
Although the gap between male and female pay rates has closed somewhat over the past 16 years by March
2010, women were paid 12.6% per hour less men and 18.6%2 per week less than men (Human Rights
Commission, 2011).
Most concerning is that the gender pay gap becomes more pronounced as qualification levels increase. The
situation is particularly alarming in the sciences where female BSc graduates earn around $35,000 less than
male BSc graduates (AWIS, 2011). Proposed new legislation, the Equity Pay Bill, aims to address this gender
pay inequality through the removal and prevention of discrimination in the rates of pay for males and
females (Human Rights Commission, 2011). (See Appendix 2 for further information on women in leadership
in New Zealand).
Diversity: representation, value and inclusion of Māori and Pacific people
“…diversity means more than having a sprinkle of women and a dab of colour… the value of diversity lies in
developing an inclusive workplace- and that means adaptation, not just assimilation and tolerance” (Deloitte,
2011a).
Although the economic situation of the past few years resulted in higher rates of Māori out of work
(Department of Labour, 2011), more Māori are now in higher-skilled occupations (EEO Trust, 2012b). Many
organisations recognize the unique talents and energy that Māori staff bring and the benefits to the
organisation (Box 4) (EEO Trust, 2012). However, there remain major gaps and opportunities for Māori and
in many sectors Māori remain poorly represented.
A survey in 2005 by the University of Auckland Business School, headed by Professor Marie Wilson, showed
that some New Zealand recruiters still discriminate by race (Wilson, Gahlout, Lui & Mouly, 2005). Professor
Wilson’s advice at the time was: "If you only want Pākehā in your workforce, you're limiting yourself to twothirds of the available workforce, which is rapidly ageing. If you want to be internationally competitive, you
can't be provincial in your hiring." (EEO Trust, 2012b).
Creating workforce diversity is important because it
enables organisations to reflect the diversity of the
local and national communities and to tap into a
deeper reservoir of talent and creativity (EEO Trust,
2012b). It is particularly important to embrace a
culture of diversity where Māori are well
represented, valued and feel included. The same
can be said of Pacific people who are very much
part of the diversity and culture of New Zealand and
bring a uniquely Pacific world view to an
organisation. The new Pacific Plan 2012-2014
2




Box 4: Māori employees assist with:
Enriching the art and culture of an organisation
Official ceremonies such as powhiri
Making connections for consultation
Clarifying marae protocol and facilitating meetings with
Māori

Explaining Māori cultural views about the relationship
between the natural environment and people

Achieving success for Māori students
Based on average hourly earnings and women’s average weekly (full time equivalent) earnings (Human Rights Commission, 2011).
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A case for an EEO Programme at the University of Waikato 2012-2015
includes an approach that enables the development of Pacific people at the University.
Organisations have legal obligations to Māori and the commitment to Māori is reflected in the University’s
planning framework. Māori staff frequently provide additional services outside their position requirements,
which non-Māori cannot fulfil and which enhance an organisation (Box 4). Where Māori are valued and
included, the organisation’s reputation is enhanced and its opportunities increased
Because Māori often face barriers to employment (e.g. recruitment processes), new strategies and activities
are developed to enhance employment opportunities. The Māori Plan 2012-2014 targets recruitment and
promotion and the academic success, cultural contributions and leadership of Māori in the University.
EEO at New Zealand universities
As noted, New Zealand universities are required by law to monitor and report on their EEO situation and
progress. Appendix 3 provides a range of examples of EEO programmes from four New Zealand universities.
University of Auckland (UoA) has an EEO office with dedicated staff and they report against a comprehensive
programme. UoA has an ‘Equity Policy’ and a ‘Work, Life, Families and Careers Policy’. Victoria University of
Wellington also has an extensive programme and their approach is to delegate responsibility for each goal to
specified areas/positions in the organisation. Their policy sits within their ‘Equity and Diversity Strategy
2010-2014’. Universities of Otago, Massey and Canterbury have no obvious EEO programmes and appear to
report against their EEO policies, which recently has been the situation at the University of Waikato.
All New Zealand universities support the Women in Leadership Progamme (NZWiL) which contributes to the
development of leadership of women in the tertiary sector. NZWiL targets women in, or aspiring to, senior
leadership positions in academia and women in, or aspiring to, administrative leadership positions. The
University of Waikato has supported 21 women through the programme and a further five women will
attend NZWiL in 2012. In a recent presentation at University of Auckland, EEO Commissioner Dr. Judy
McGregor praised the New Zealand Vice-Chancellors for the support for women in leadership and
recognised the programme as a significant success in assisting NZWiL alumni with achieving promotions.
Dr. McGregor also pointed out that both CEDAW3 and the Women’s Participation survey reports, which are
due this year, would again be looking at the performance of academic leadership in New Zealand.
Current situation at the University of Waikato
The University of Waikato has a long history of leadership concerning feminism and women’s issues,
including being New Zealand’s first university to open a Centre for Women’s Studies (in 1974) (Longhurst &
Johnston, 2005) and the University continues to offer this subject as a research and teaching programme
within Geography.
Women in senior positions
For the purpose and inclusion in leadership and management programmes, ‘senior’ positions have
historically been defined at the University as academic appointments at senior lecturer and above, and
general staff appointments at Level six and above. This is because this is the first, or lowest, level of
appointment where leadership responsibilities are explicitly required in the position description.
3
Convention on the Elimination of All Forms of Discrimination against Women
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A case for an EEO Programme at the University of Waikato 2012-2015
Over recent years the percentage of women working at Level six/Senior Lecturer and above has hovered
around 42%. However, this may not be an appropriate measure of women in senior positions because it
does not present an accurate picture of the percentage of the top jobs held by women. Therefore the
following definitions are proposed.
1) Senior Organisation Leaders are defined as Vice Chancellor, Deputy Vice Chancellor, Pro-Vice
Chancellors, Assistant Vice Chancellors, Deans, Heads of Divisions and any other members of the
Senior Leadership Team. These positions head portfolios that define organisational strategy and lead
change, innovation, growth and investment of the organisation.
2) Senior Academic Leaders include Professors, Associate Professors, Directors of Research Institutes
and Chairs of Departments. These roles have responsibility for the development and success of
research and teaching in Schools, Departments and Research Institutes.
3) Senior staff with specific leadership
Fig. 2: Gender by academic roles and seniority, UoW, 2011
responsibilities: These positions refer to
80
academic appointments at senior
Female
Male
lecturer and above, and general staff
60
appointments at level 6 and above.
%
40
20
Senior academic
leaders
Senior
organistional
leaders
General staff
Academic staff
Although 60% (in 2011) of the total staff at the
University of Waikato are women, senior
positions (above definitions 1 & 2) are predominantly
male, particularly in the Senior Organisational Leaders’
group where two thirds are male (Fig. 2). Senior
0
Total staff
Equal representation in senior leadership is
important because all women in an organisation
are disadvantaged by the absence of female role
models and the lack of female input into
decision making.
Note:
The University of Waikato promotes a distributed leadership
model that encourages staff to show leadership at all levels,
in all occupations and wherever they can.
Academic leadership is also predominantly male staff, despite similar representation of male (51%) and
female (49%) academic staff. General staff numbers are predominantly female.
The University currently provides several avenues for leadership development for women, but a recent study
shows that the big gains in addressing equality result from visible and committed leadership, flexible working
models, recruitment initiatives and embedding values (Sanders et al., 2011).
Representation across the University
In some occupational groups at University of Waikato 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. Community and External Relations
(CER), Human Resources (HRM), Library, Financial Services (FSD) and the Offices of the VC, DVC and PVC
Māori) (Fig. 3).
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A case for an EEO Programme at the University of Waikato 2012-2015
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 (Fig. 3).
The causes of over/underrepresentation in occupational
groups are complex and historic and extend to pre- What are reasonable expectations for female
university education patterns. For example, around representation in occupational groups that are not the
the same numbers of boys and girls participate in preferred occupational choices for women?
science and achieve similar grades until year 11
(AWIS, 2011). At years 12 and 13, when students are free to choose their study options within science,
strong gender preferences emerge. At this level, female students tend to select Biology, whereas male
students select other disciplines such as Physics (AWIS, 2011). In 2011, males out-numbered females in
Physics by 40% in year 13. This
pattern continues through to
university. For example, although 64%
of enrolments into BSc degrees in
2011 were females, the majority
headed to Health and Biological
courses, while the males preferred IT,
Engineering and Physics courses.
Thus these patterns are translated to
the workforce and persist over time;
despite very good measures being
taken to create better representation
(e.g. the development of women for
leadership roles in the Faculty of
Computer
and
Mathematical
Sciences).
Under-representation of women in some academic occupational groups may have negative research
revenue consequences for an organisation. For example, the CEO of the Royal Society of New Zealand Dr. Di
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A case for an EEO Programme at the University of Waikato 2012-2015
McCarthy recently presented4 data on gender success in Marsden applications. Figure 4 shows the high
proportion of women contracted as Principal Investigators (PIs) in Social Sciences (e.g. >70% of in 2009). Also
in 2010 23% of contacted PIs in Engineering5 were women (Fig. 4), despite women accounting for only
around 12% of the total Engineering researchers (AWIS, 2011).
Workplace flexibility
The University of Waikato provides flexible working conditions and flexible working is very much part of the
culture of the University. Flexible working options are
desirable EEO practices in organisations because they
Box 5. Workplace Flexibility and Parental leave polices at the
University of Waikato
promote opportunities to balance family and work life
 Subject to meeting certain conditions, staff taking
and therefore increase career opportunities for
parental leave are eligible for at least six weeks paid
women (mainly). Organisations are required by law to
leave (in addition to the statutory paid leave provided
provide work practices that take account of the
by government) or a gratuity on their return to work.
employees’ need to balance paid work with the rest
 Subject to the requirements of a particular position, the
of their lives, considering the employment
University is willing to consider flexible working
arrangements on a case by case basis; proposals may
requirements of all groups including parents and
include hours worked, period of year worked, partial or
caregivers. The University of Waikato’s policies on
occasional working from home.
workplace flexibility provide for these requirements
with generous additions (Box 5).
Staff diversity
The staff profile at the University of Waikato is predominantly
% of total
comprised of people who identify as European/pakeha. Staff who Table1: Staff Ethnicity in 2011
staff
identify as Māori and Pacific people are underrepresented
European/Pakeha
75
(Table1) and this situation has remained unchanged for several
Māori
10
years. The Māori Plan 2012-2014 specifically notes the need to
Pacific
1
address Māori academic staff recruitment, retention, promotion,
academic workload and professional development. These
Asian
5
measures may also address the very low representation of Māori
Other
6
in senior positions.
Ethnicity not specified
3
The Pacific Plan 2012-2014 aims to establish infrastructure for
the development of Pacific people. This Plan is ‘based on cultural and spiritual values of Pacific people,
especially in relation to language and culture, collectivity and kinship,
respect and humility, and love and reciprocity.’
Box 6: Equity assessment includes:

Defining issues and goals
The percentage of staff who declare disabilities at the University has  Collecting data (gender, race, seniority)
remained around 5% for several years. It is difficult to assess this

Developing options

Communicating
track record because there are no relevant data for the Waikato

Monitoring - developing indicators
Region or Hamilton city to make an assessment in terms of
equivalent representation within the community. Nationally,  Evaluating equality outcomes
(Timmers et al., 2010)
around 17% of the total population declared disabilities in the 2006
census and of these 29% were in the age group 15-65 years, so 5%
may be low. However, the University can be proud of its pro-active approach to providing good facilities and
access across campus for people with disabilities.
4
5
th
NZWiL Roadshow, University of Auckland, 8 May 2012
Engineering and Interdisciplinary Panel (includes cross-disciplinary sciences research relating to engineering)
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A case for an EEO Programme at the University of Waikato 2012-2015
Taking Action
Taking EEO action at the University of Waikato needs to be at three levels because barriers to equal
employment opportunities can exist at individual, cultural and structural levels in organisations; policies
should therefore address all these factors (Timmers et al., 2010).
Individual level
Resolving equity issues at the individual level includes actions such as mentoring and coaching and
developing networks. As a single approach a deficit can be that it assumes a lack of capability of individuals
and coaching and networking will resolve the inequality (Timmers et al., 2010).
Cultural level
Addressing the culture behind EEO involves
actions including expressed organisational
responsibility, training of marginalised groups
for management, carrying out an assessment
of the situation (Box 6) and changing
perceptions.
Structural level
Developing equal employment opportunities
at the structural level requires departmental
commitment to recruit, employ, retain,
promote and develop6 staff from underrepresented groups.
Table 2: What stops women from reaching the top
%
Create working models that support men and women with
family responsibilities
Visible and committed leadership
17
Unbiased recruitment/promotion processes involving a diverse
set of decision makers
Communicate and embed values, behaviours and cultural norms
13
17
12
Diagnostic of issues specific to the organisation (see Box 6)
9
Intervene to proactively support women’s career development
8
Provide training for men and women to change beliefs or
perceptions
Set and monitor targets for gender parity
6
Dedicate meaningful resources to drive gender parity initiatives
5
Communications around commitment to gender parity
5
Provide training to improve women’s skills
3
6
CE Women Gender 2011 Gender Parity survey (Saunders et
al, 2011)
Recent survey data (Table 2) indicate multiple
approaches are required to increase the
numbers of women in senior positions. The biggest gains result from flexible working models and
committed leadership (Table 2) (Sanders et al., 2011). As noted, the University operates a flexible working
model to support people with family responsibilities, and the University is committed to improving women’s
skills. As noted, the University has statutory obligations to make provision for equal employment
opportunities, which The Crown Entities Act, 2004 Part 3, Section 118 (3) defines as: “…a programme that is
aimed at the identification and elimination of all aspects of policies, procedures, and other institutional
barriers that cause or perpetuate, or tend to cause or perpetuate, inequality in respect of the employment of
any persons or group of persons”.
Our University – Proposed Programme (2012-2015)
The following section proposes an EEO programme for the University for 2012-2015. The proposed
programme identifies five EEO objectives that are aligned with the University’s strategic goals.
As previously identified, creating equal employment opportunities in Phase 1 will focus on increasing
opportunities for women, Māori and Pacific people, particularly in senior roles and in some occupational
6
Note that at The University of Waikato, line managers have responsibility to develop staff.
10
A case for an EEO Programme at the University of Waikato 2012-2015
groups. In the development of this proposed programme it became evident that there are many questions
relating to EEO that need to be better understood. Therefore, the main action for 2012-2015 is to carry out
an Equality Assessment (e.g. Box 6) to provide clear understanding of EEO issues at the University.
All findings will be benchmarked against other New Zealand universities, particularly data from the
University of Auckland, which is bench-marked against the Australian Go8 universities (e.g. Appendix 4). The
University of Auckland also have indicators and targets relating to improving the representation of Māori
and Pacific people.
The Equality Assessment7 of men and women employed by the University of Waikato will address the
following questions. Its purpose is to gain fundamental information about career development, and
occupational decisions at the University of Waikato. It will provide the basis for future EEO initiatives.
 What are the career experiences of men and women at the University of Waikato?
 What are the career experiences of Māori at the University of Waikato?
 What are the experiences of women applying for parental leave / flexible working arrangements?
 What are the experiences of Māori seeking career advancement and promotion?
 What are the experiences of (senior) women and Māori once they have been promoted?
 What are the experiences for Pacific people?
 Why do men and women leave to advance their careers elsewhere?
 Why is recruitment and retention of Māori difficult?
 Are men more supported in their research careers than women?
 Do women feel supported in their career development?
 Is there a difference in pay equity between men and women in senior academic/leadership roles?
 Do Māori feel included and that their contribution is valued?
 How is cultural leadership experienced at the University of Waikato?
Summary of taking action (Phase 1)
1. The focus is on defining equity issues and employment opportunities for women, Māori and Pacific
people
2. Development of an EEO programme (see following pages 12-16) that includes:
a. a comprehensive assessment of the situation (Equality Assessment)
b. a multi-level approach (individual, cultural, structural)
c. developing strategies and indicators, benchmarking against relevant organisations
d. developing an EEO communications plan
3. Obtaining Senior Leadership support and visible commitment
4. Obtaining Faculties/School/Divisions/Units support for EEO initiatives including annual reporting on
EEO activities (see Appendix 5 for Proposed Reporting Arrangements).
7
Adapted from contribution from Prof. A. McIntosh
A case for an EEO Programme at the University of Waikato 2012-2015
11
Proposed Equal Employment Opportunities Programme 2012-2015
EEO contributing to the Goals, Values and Distinctiveness of
The University of Waikato
Goal 1: Provide a world-class, relevant and sustainable programme of teaching and learning
EEO objective 1:
Rationale
Actions
To improve the representation and participation of women, Māori and Pacific
people across all sectors of the University
The University is committed to themes of Leadership, Māori and
sustainability which support this EEO objective - equality is a fundamental
principle of sustainability included as part of the distinctiveness of the
University.
The University Strategy includes as an objective to:
foster diversity and support equality for all staff and students (3.7).
Proportional representation of women, Māori and Pacific staff enhances the
reputation of the University and provides recruitment opportunities.
Consistent with the proposed EEO Policy that states: improving employment
opportunities for groups who are traditionally under-represented in either
occupational groups or levels of seniority, in particular women, Māori and
Pacific people.
Consistent with Māori Plan 2012-2014 and Pacific Plan 2012-2014.
1. Equality Assessment to identify where diversity and inclusion are/ are not
fostered.
2. Assembling data on gender, Māori and Pacific people regarding distribution
in the University, level of employment, Academic/General staff.
3. Analysing and bench-marking.
4. Work with DVC (Academic Plan), and PVCs to develop strategies for
increasing:
a.
b.
% of women, Māori, Pacific people in Faculties, Divisions, Units etc.
% of women, Māori, Pacific people in senior positions
5. Developing EEO communications plan.
Reporting
Risks
2012- Report on progress in the University’s Annual Report
Risk of doing
None. Only positive outcomes
and improved reputation.
Risk of not doing
The University misses out on the value
that diversity contributes and the ability
to attract other female, Māori and Pacific
people.
Does not meet commitments in Māori
Plan and Pacific Plan.
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A case for an EEO Programme at the University of Waikato 2012-2015
Goal 2: Be recognised nationally and internationally as making a contribution to New Zealand’s tertiary
education and research sectors that is significant, distinctive and reflective of the University’s values
EEO objective 2:
To provide a work environment where Māori staff are well represented, valued
and included, particularly in senior leadership roles
Rationale
The University places a high value on partnership with Māori and
celebrating diversity. Currently, Māori are under-represented in the
University staff compared with the regional Māori population, particularly
academic staff and at senior levels.
Māori staff members provide significant cultural service to the University
which enhances the organisation’s distinctiveness to create a genuinely
Aotearoa/New Zealand identity.
Treaty partnership responsibilities.
The University has a special relationship with Māori.
Consistent with Goal 2 of Māori Plan 2012-2014.
Actions 2012-2015
1. Equality Assessment to include identifying barriers to recruitment,
retention and career advancement of Māori staff.
2. Assembling data on Māori regarding distribution, seniority, gender etc.
3. Analysing and bench-marking.
4. Work with PVC Māori to develop strategies for
a.
b.
increasing the % of Māori staff
promotions, recruitment, valuing Māori staff
5. Developing EEO communications plan.
Reporting
Risks
2012 Annual Report: Report on progress on Equality Assessment
Risks of doing
None. Only positive
outcomes: e.g. improved
reputation, attracting and
retaining high quality
Māori staff
Risk of not doing
The University not seen to be ‘walking its
talk’ regarding commitment to and value of
Māori.
The University is not targeted by Māori as an
organisation where they want to work.
Māori staff are further under-represented
compared with non-Māori counterparts.
Damage to reputation and relationship with
key stakeholders.
13
A case for an EEO Programme at the University of Waikato 2012-2015
Goal 3: With an international perspective, contribute to the educational, social, cultural, environmental and
economic development of our region and nation
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
Rationale
The University is required by law to provide flexible working options.
Flexible working opportunities are an important employment issue for
women because they are more likely to be the main care-givers of
babies, young children and members of family during illness and they
often require flexibility (e.g. working from home and/or different
working hours from the accepted norm).
Because of the ageing academic work-force and fierce competition for
talented academics, there is growing pressure on universities to attract
more female academics and to increase their numbers in senior
positions (Timmers et al., 2010); similar issues are prevalent in the
recruitment and retention of general and professional staff.
Women are successful researchers and research leaders.
Actions 2012-2015
1. Equality Assessment to include assessment of flexible working
experience and to identify other issues/opportunities.
2. Develop indicators (e.g.
a.
b.
c.
positive experiences
part-time work opportunities for women
part-time senior positions
3. Analysing and bench-marking.
4. Developing EEO communications plan.
Reporting
Risks
2012 Annual Report: Report progress on Equality Assessment
Risks of Doing
None
Risks of not doing
Required by law to provide flexible working
conditions.
Women are attracted to organisations that
show commitment to equality.
Loss of reputation impacting on recruiting
and retaining women staff.
Lost potential to attract top female
researchers.
14
A case for an EEO Programme at the University of Waikato 2012-2015
Goal 4: Be recognised nationally and internationally for research excellence in our areas of expertise
EEO objective 4:
Rationale
Actions 2012-2015
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
To retain position as lead NZ university with the highest percentage
of female professors.
Increasing the number of Māori and women academic leaders will
lead to increased long-term academic success for women and Māori.
Consistent with the proposed EEO policy.
Consistent with Māori Plan.
1. Continue with mentoring networks.
2. Develop research training networks.
Equality Assessment to include identifying barriers and understanding
experiences of women in leadership/research and promotion and career
progression.
3. Analysing and bench-marking.
4. Work with DVC and Deans to develop strategies and indicators
(e.g.
a.
b.
c.
d.
e.
Reporting
Risks
8
% Female Professors and Assoc. Professors
% Female Senior Lecturers
Māori academic achievements (in consultation with PVC
Māori)
Comparative rate of promotions
8
Staff Survey questions 63-65 )
5. Developing EEO communication plan.
2012- Report on progress on Equality Assessment
Risks of doing
None
Risks of not doing
Ethical issue.
Women staff leave for organisations where
they can advance their careers.
See EEO objective 3.
63: Enough time and effort is spent on career planning
64: I am given opportunities to develop the skills needed for career progression
65: there are enough opportunities for my career to progress at the University of Waikato
15
A case for an EEO Programme at the University of Waikato 2012-2015
Goal 5: Achieve management and operational excellence in support of teaching, learning, postgraduate
supervision and research
EEO objective:
Addressed through EEO objectives 4 and 5
Goal 6: Apply strong leadership and best practices to ensure that governance and management activities
are coordinated, complementary and effective in achieving the University’s goals
EEO objective 5:
Rationale
Actions 2012-2015
Reporting
Risks
9
To increase the number of women in senior leadership roles
Globally, women are under-represented in senior leadership roles.
Consistent with concepts of equality, sustainability and corporate
responsibility.
Makes better business sense.
Provides role models for women.
Brings diversity to decision-making.
International commitments – e.g. CEDAW.
1. Continue with mentoring and networks.
2. Continue with Women in Leadership day, General Staff Day,
NZWIL, PG Certificate of Leadership in Higher Education.
3. Equality Assessment to assess career advancement and support
experiences.
4. Assemble data on recruitment and appointment and promotions.
5. Analysing and bench-marking.
6. Work with DVC, Deans, AVC (Ops) and Heads to develop
strategies and indicators (e.g.
a. % new appointments of women to senior positions
b. % women promoted
c. Staff survey questions - diversity (16-18, 1399)2009/2012.
7. Developing EEO communications plan.
8. Provide CoD/ Line Manger training about EEO
2012 Annual Report: Report progress on Equality Assessment
Risks of doing
Risks of not doing
None
Ethical issue.
Women staff leave for organisations where they
can advance their careers.
See EEO objective 3.
16: Sexual harassment is prevented and discouraged
17: Discrimination is prevented and discouraged
18: There is equal opportunity for all staff in the University of Waikato
139: The University of Waikato demonstrates commitment to gender equity
16
A case for an EEO Programme at the University of Waikato 2012-2015
Acknowledgements
AVC (Operations) office sincerely thanks the contributors to this proposal; PVC Māori Office, Gender
Research Network and Women Professors’ Group with special thanks to Margaret Wilson for advice and
information, Robin Longhurst and members of the Gender Research Network for the opportunity to present
the proposed programme, Lynda Johnston for review, literature and comments, Janis Swan, Alison McIntosh,
Ann Hardy, Maria Kecskemeti, Pip Bruce Ferguson, Carol Hamilton and Carole Gunn for review and generous
contributions.
References
AWIS Association for Women in the Sciences (2011). Women in Science - A 2011 Snapshot. Retrieved from
http://www.awis.org.nz/women-in-science-snapshot-statistics
CARE (2012). Unlocking the Power of Women. Retrieved from
http://www.youtube.com/watch?feature=endscreen&v=rZCTdKPv7o8&NR=
Committee on Women in Science and Engineering. ( 2006) To recruit and Advance: women students and
Faculty in Science and Engineering. National Academic Press Washington, D.C.
Deloitte (2011a). Only Skin Deep? Re-examining the business case for diversity. Retrieved from
http://www.deloitte.com/assets/DcomAustralia/Local%20Assets/Documents/Services/Consulting/Human%20Capital/Diversity/Deloitte_On
ly_skin_deep_12_September_2011.pdf
Deloitte (2011b). Women in the Boardroom: A Global Perspective. Retrieved from
http://www.deloitte.com/assets/DcomGlobal/Local%20Assets/Documents/Enterprise%20Risk%20Services/dttl_CorpGov_WomenInTheBoa
rdroom_220212.pdf
Department of Labour (2011). Māori labour market Fact Sheet 2011. Retrieved from
http://www.dol.govt.nz/publications/lmr/quick-facts/Māori.asp
EEO Trust, (2012a). Glossary. Retrieved from http://www.eeotrust.org.nz/equal/glossary.cfm#faq289
EEO Trust, (2012b). Attract and Retain the Best. Retrieved from
http://www.eeotrust.org.nz/toolkits/M%C4%81ori.cfm?section=whyemployM%C4%81ori
Ely, R.J., Insead, H.I. & Kolb, D.M. (2011). Taking gender into account: theory and design for women’s
leadership development programmes. Academy of management Learning & Education 10, 474-493.
Human Rights Commission 2011. Tracking Equality at work. Retrieved from
www.neon.org.nz/trackingequalityatwork/
17
A case for an EEO Programme at the University of Waikato 2012-2015
Grant Thornton International Business Report (2012) Women in senior management; still not enough.
Retrieved from http://www.grantthornton.co.nz/Assets/documents/pubSeminars/IBR-2012women-in-senior-management.pdf
Human rights Commission (2012). Crown entities and the Good Employer: Annual Report Review 2011.
Retrieved from http://www.hrc.co.nz/wp-content/uploads/2012/04/Crown-entities-and-the-GoodEmployer-Annual-report-review-2011.pdf
Human Rights Commission (2010a). Towards pay and employment equity: a self-assessment and monitoring
tool. Retrieved from http://www.neon.org.nz/payequitymonitoringtool/
Human Rights Commission (2010b.) New Zealand Census of Women’s Participation. Retrieved from
www.neopn.org.nz
Kumar-Simon R. (2008). ‘Approve to Decline’: A feminist critique of “Fairness’ and ‘Discrimination” in a case
study of EEO in the New Zealand Public Sector. Women’s Studies Journal 22. 20-36.
Leahy, M. (2012). Women and work in Australia. Retrieved from
http://www.lhmartininstitute.edu.au/insights-blog/2012/02/78-women-and-work-in-australia
Longhurst, R., & Johnston, L. (2005). Changing bodies, spaces, places and politics: Feminist geography at the
University of Waikato. New Zealand Geographer 61, 94-101.
McGrayne, S.B. (2001). Nobel Prize Women in Science; Their Lives, Struggles and Momentous Discoveries.
Second Revised Edition. Henry (Joseph) Press, 464 p.
Ministry of Women’s Affairs (2010). CEDAW Report. New Zealand’s seventh report on its implementation of
the United nations Convention on the elimination of all forms of discrimination against women
march 2006-march 2010. Retrieved from http://www.mwa.govt.nz/ourwork/international/cedaw.html/?searchterm=cedaw
Sanders, M., Hrdlicka, J., Hellicar, M., Cottrell, D.,& Knox, J. (2011). What stops women from reaching the top?
Confronting tough issues. Retrieved from http://www.cew.org.au/wpcontent/uploads/2011/11/What-stops-women-from-reaching-the-top_Confronting-the-toughissuesFINAL1.pdf
Stiglitz, J. (2011). Unsustainable Income. Retrieved from http://www.tumblr.com/tagged/josephstiglitz?before=1303138806
Timmers, T.M., Willemsen, T.M. & Tijdens K.G. (2010). Gender diversity polices in universities: a multuperspective framework of policy measures. High Education 59, 719-735.
UN women, United Nations Global Compact (2011). Women’s Empowerment Principles, Women Equality
means Business. A partnership initiative of UN Women and the UN Global Compact Office. Second
Edition. Retrieved from
http://unglobalcompact.org/docs/issues_doc/human_rights/Resources/WEP_EMB_Booklet.pdf
18
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Wilson, M. (2012). Women in Governance. Diversity on Boards Conference. The New Zealand Governance
Centre, The University of Auckland Business School in Association with the Institute of Directors.
Retrieved from http://docs.business.auckland.ac.nz/Doc/Margaret-Wilson-DIVERSITY-ONBOARDS.pdf
Wilson, M.G., Gahlout, P., Lui, L., & Mouly, S. (2005). A rose by any other name : The effect of ethnicity and
name of access to employment. The University of Auckland. Retrieved from
http://www.uabr.auckland.ac.nz/files/articles/Volume11/v11i2-a-rose-by-any-other-name.pdf
A case for an EEO Programme at the University of Waikato 2012-2015
19
Appendix 1
Equal Employment Opportunity Policy
Responsibility for policy: Head of Human Resource Management Division
Approving authority: Vice-Chancellor
Last reviewed: July 2012
Next review date: July 2015
Print Version
Application
1.
This policy applies to all staff of the University of Waikato.
Purpose
2.
The purpose of this policy is to outline the University's commitment to equal employment opportunity.
Related documents
3.
The following documents set out further information relevant to this policy
 State Sector Act 1988
 Human Rights Act 1993
 Employment Relations Act 2000
 Education Act 1989
 Te Tiriti o Waitangi
Principles
4.
The University is committed to
 providing equality of opportunity in employment irrespective of a person's sex, marital status, religious
belief, ethical belief, colour, race, ethnic or national origins, disability, age, political opinion, employment
status, family status or sexual orientation
 identifying and eliminating any institutional barriers that cause or perpetuate, or tend to cause or
perpetuate, inequality in respect of the employment of any person or group of persons
 ensuring that all its policies and practices uphold the principle of equal employment opportunity
 ensuring that all staff appointments are made solely on the basis of merit, and that all promotions,
advancements, salary reviews and professional/career development opportunities are based solely on
merit
 improving employment opportunities for groups who are traditionally under-represented in either
occupational groups or levels of seniority, in particular women, Māori and Pacific people.
Responsibilities
5.
Line managers are responsible for ensuring that all policies and practices that apply to the staff for whom they
are responsible are consistent with this policy.
20
6.
A case for an EEO Programme at the University of Waikato 2012-2015
The Assistant Vice-Chancellor (Operations) is responsible for the development and implementation of an equal
employment opportunity programme that upholds the above principles including associated monitoring and
annual reporting.
Breaches
7.
8.
The Head of Human Resource Management Division is responsible for monitoring compliance with this policy
and reporting any breaches to the Vice-Chancellor.
Breaches of this policy may result in disciplinary action under the Staff Code of Conduct.
Appendix 2 -Gender equality nationally and internationally – additional information
Across the globe, women are persistently underrepresented at senior levels (Ely, Insead & Kolb 2011). In the
United States, despite equal numbers of men and women entering the professional and managerial ranks of
corporations, only 2.2% Fortune-500 CEOs are women ( Ely et al., 2011). The gap widens for women of
colour; only three of the fortune-500 CEOs are women of colour (Ely et al., 2011). The situation in Europe is
no different with only 1.8% of women in CEO positions (Ely et al., 2011). However, France, Germany, Italy,
Belgium, have new or proposed legislation requiring substantial increases in female representation on
boards (e.g. 40% in France) (Wilson, 2012).
The problem is not limited to the corporate sector; women also struggle for equality in universities,
particularly in sciences. Recent studies suggest that academic women are significantly less likely than men to
receive promotion to senior ranks (e.g. Committee on Women in Science and Engineering, 2006). For
example, women in Australian universities continue to be Since 1901 there have been over 300 recipients
under-represented in senior academic roles despite more than of the Nobel Prize in the sciences. Only ten of
20 years of equal opportunity policies and programmes and them, about three percent, have been women
anti-discrimination legislation (Leahy, 2012).
(McGrayne, 2001)
Gender inequality in New Zealand
New Zealand has the worst record in Asia/Pacific region for female representation on boards. Currently 65%
of the top 100 NZ companies have no female representation compared with 29% in Australia. The numbers
of New Zealand women lag behind men in all areas of governance and leadership Currently there are no
gender quotas in place for women in senior positions on boards in New Zealand (Deloitte, 2011b), although
21
A case for an EEO Programme at the University of Waikato 2012-2015
the New Zealand Shareholders’ Association announced in 2010 that it would make diversity on boards one of
its three priorities and have since developed the following policy statement:
‘In reaching conclusions the NZSA will apply the greatest weighting to the appropriateness of the skill set that
the candidate brings to the job. We will also take account of the need for diversity on boards, particularly in
terms of age, gender and background experience. It is undesirable that boards be populated with a group of
directors who all have the same viewpoint and experience. This stifles innovation, rigorous debate and
forward looking strategic considerations, which we see as essential if companies are to grow and adequately
reward their shareholders’
(http://www.nzshareholders.co.nz/shareholders-best-practiceDetail.cfm?bestpracticeid=20).
Across the Tasman, the Australian Securities Exchange are more explicit in their new guidelines in that they
require ASX 200 companies to establish and report progress against gender diversity targets at board level.
As a consequence, there has been a sudden increase in the percentage of women in director positions; 13 %
in 2011, up from 8% in 2010 (Sanders, Hrdlicka, Hellicar, Cottrell & Knox, 2011).
22
A case for an EEO Programme at the University of Waikato 2012-2015
Appendix 3 – links to other NZ University EEO sites
University of Auckland (Policies, Guidelines, Reports)
http://www.auckland.ac.nz/uoa/home/about/eo-equity-office/eo-policies-and-guidelines
http://www.auckland.ac.nz/uoa/home/about/eo-equity-office/eo-information-for-staff
University of Canterbury (Policy)
www.canterbury.ac.nz/ucpolicy/GetPolicy.aspx?file=equalemploymentopportunitypolicy.doc
Lincoln University (Policy)
http://www.lincoln.ac.nz/about-lincoln-university/job-vacancies/recruitment-process/
Massey University (Policy)
http://www.massey.ac.nz/massey/fms/PolicyGuide/Documents/People%20and%20Organisational%20Devel
opment/Equal%20Employment%20Opportunities%20Policy.pdf
Victoria University of Wellington (Policy/Guidelines, Equity and Diversity Strategy)
http://www.victoria.ac.nz/documents/policy/staff-policy/equal-employment-opportunities-guidelines.pdf
http://www.victoria.ac.nz/home/about_victoria/avcacademic/publications/equity-diversity-strategy.pdf
University of Otago (Policy)
http://www.otago.ac.nz/humanresources/policies/equalemploymentopportunity.php
23
A case for an EEO Programme at the University of Waikato 2012-2015
Appendix 4 - Benchmarking against other NZ Universities
University of Auckland – 2011
Group
Academic
Professional
FTE
%
FTE
%
Māori
126.2
5.6
126.3
5.0
Pacific
56.1
2.5
130.1
5.1
Asian
327.3
14.7
510.5
20.1
1,386.7
66.1
1303.7
51.2
337.4
15.1
473.8
18.6
Pakeha/European
Other
2233.7
2544.4
Māori staff
There were a total of 252.4 FTE Māori staff (5.3 %) at the University in 2011 which is significantly below the percentage
of Māori people in the Auckland area (11.1%).
Māori academic staff
The FTE of Māori academic staff has increased from 110 FTE (5.4%) in 2009 to 126.2 FTE (5.6%) in 2011. However,
numbers of other groups have also increased and so the percentage has not changed significantly. The majority of
Māori academics are women (59%).
Pacific staff
There were a total of 186.2 FTE (3.9%) Pacific staff at the University in 2011 which is significantly below the percentage
of Pacific people in the Auckland area (14.4%).
Pacific academic staff
In 2011, there were 56.1 FTE (2.5%) Pacific academic staff which represents an increase from 2009 when there were
43.24 FTE (2.2%), although it has not caused noticeable increase in the percentage. The majority are women (67.2%).
After an increase in Pacific academic staff numbers in Arts in 2010, there have been 3.8 FTE losses in 2011. The Faculty
of Medical and Health Sciences has gained 1.0 FTE with other faculties remaining the same or showing minor losses.
24
A case for an EEO Programme at the University of Waikato 2012-2015
Female
Grade
Professor
FTE
%
Male
FTE
Total
%
FTE
53.4
20.8%
203.2
79.2%
256.6
Associate Professor
77.1
28.6%
192.8
71.4%
269.9
Senior Lecturer
281.4
46.8%
319.5
53.2%
600.9
25
49.4%
25.6
50.6%
50.6
Lecturer
109.7
53.6%
95
46.4%
204.7
Research Fellow
104.3
50.0%
104.4
50.0%
208.7
Senior Tutor
79.2
59.7%
53.5
40.3%
132.7
Professional Teaching F
60.2
60.8%
38.8
39.2%
99
AL/LTT/TA
232.1
57.2%
173.4
42.8%
405.5
3.1
70.5%
1.3
29.5%
4.4
1025.5
45.9%
1207.5
54.1%
2233
Senior Research Fellow
Academic Other
Total
25
A case for an EEO Programme at the University of Waikato 2012-2015
Appendix 5: University Annual Report:
Proposed Reporting Arrangements for Faculties and Divisions
At the end of each year Deans and Heads will be provided by HRM Divisions with data for their areas of
responsibility regarding gender and ethnicity by occupational category and also promotions/salary
advancement statistics.
Senior managers will be asked to comment on progress and/or initiatives in respect of the EEO Programme
objectives. Potential areas of activity that could contribute to improvement include:
 leadership, accountability and culture;
 recruitment, selection induction;
 professional development and promotion/advancement;
 flexibility and worklife balance;
 remuneration and recognition;
 attitudes and practices regarding harassment and bullying.