Annual Report:
Staff Equity and Diversity
Activities and Achievements in 2012
Integration of equity principles in University planning
The alignment of University plans has been a key feature of the most recent University planning
cycle (2012 to 2015). The Employment Equity Plan was updated and revised for the 2012-2015
planning cycle with new targets and objectives. The University Strategy was reworked in 2012. The
strategy includes a commitment to a Human Resources Enabling Plan “to ensure a diverse, safe,
engaged and progressive workforce” with a focus on increasing the proportion of Indigenous
Australian staff and the proportion of women in senior positions. A strategy of the HR Enabling Plan
is to integrate the Equity, Indigenous Employment and Disability Plans into business and operational
planning to embed equity principles into the University culture.
Support for Women in Senior Positions and non Traditional Occupations
Increasing the representation of women in senior positions continues to be a key focus of the
University. The proportion of women in senior management positions (Level 10 and above)
increased to 44% during 2012. Fifty four percent of senior management appointments made in 2012
(internal and external inclusive) went to women as well as 33% of appointments (excluding academic
promotion) to professorial positions. Acting appointments of women were made to the positions of
Deputy Vice Chancellor Academic, Deputy Vice-Chancellor Administration and Executive Dean
Faculty of Science, each for an extended period. During 2012, three of four Executive Deans were
women.
The Leadership Development for Women Program continued in 2012. Faculties and Divisions
encouraged and supported twenty three women to attend. Members of the Senior Women’s Forum
continued to act as mentors for programme participants.
Faculties and Divisions implemented a range of strategies in 2012 to support career progression for
female staff – for example:
•
the Office of Corporate Government provided funding support for a female staff member to
complete the Senior Leaders Certificate and enrol in a Diploma of Management;
•
the Faculty of Business made use of SSP funds and work allocation arrangements to assist
female academic staff to complete doctorates, contribute to research publications and
refereed journals and present at conferences;
•
the Faculty of Arts supported Schools to identify female staff members with potential to join
the professoriate and provided mentoring;
•
the Faculty of Education supported a significant number of women through the Early Years
Education (EYE) CRN for doctoral completions, and research support and training; and
•
The Faculty of Science has combined encouraging women to take on senior roles with
enabling flexibility in such roles for staff with family commitments, for example Associate
1
Head of School appointments on a fractional basis (this is rare in the University as most
management positions are restricted to full-time appointment).
Indigenous Employment
In 2012 the number of Indigenous staff increased by three to 56 in total. Indigenous staff members
now represent 2.6% of all staff.
The University’s Indigenous Australian Employment Strategy was reviewed and updated for the
2012-2015 planning cycle, with new targets. A particular focus of the updated strategy is to increase
the number of Indigenous staff in academic positions.
The University introduced an Indigenous Academic Fellowship Scheme in 2012 as a strategy to
encourage Indigenous graduates from the professions to commence an academic career. The
Scheme provides an academic salary for qualified Indigenous graduates to undertake a doctorate,
with a 25% academic workload. Recruitment for four fellows (one in each Faculty) was undertaken
in 2012. Four applicants were offered a fellowship and two accepted, one in the Faculty of
Education and one in the Faculty of Science. However, as a result of the process, two additional
applicants were offered fee waivers for PhD study and one applicant was offered an adjunct position
in the Faculty of Business. Further recruitment of Indigenous Academic Fellows will be undertaken
in 2013.
In addition to the Fellowship Scheme, Faculties are exploring a number of long term strategies to
contribute to growing Indigenous academics, for example:
•
the Faculty of Education will look at identifying Indigenous students with appropriate
academic potential and consider providing employment as research assistants or in marking
or tutoring;
•
the School of Human Movement Studies will seek to identify suitably qualified Indigenous
students for an honours program or other pathway to a doctorate; and
•
the Faculty of Business has established the Faculty of Business Indigenous Cultural
Competency Working party to implement objectives from the Indigenous Education Strategy
such as increasing Indigenous students and staff in the Faculty, improving the cultural
competency of staff and increasing Indigenous related content in subjects.
To support Indigenous staff career development, the University established two schemes
commencing in 2012 – the Indigenous Staff Study Support Scheme and the Indigenous Academic
Leadership Development Scheme. In 2012 one Indigenous staff member was provided with funding
to support studying for a qualification under the Indigenous Staff Study Support Scheme.
A high proportion of Indigenous staff is engaged in further study. In 2012 three general staff
members undertook or continued undergraduate study; one general staff member commenced
honours and two academic staff commenced post graduate study at doctoral level.
The Indigenous traineeship program continued to be supported during 2012. Two trainees
successfully completed their traineeships in 2012, but did not continue with the University (in one
case a position was not available and in the other the trainee moved interstate). Two additional
trainees were appointed, one in the School of Nursing, Midwifery and Indigenous Health and one in
the Division of Facilities Management. There were four continuing trainees by the end of 2012.
2
A Guide to Working with Indigenous Australian Staff was developed for supervisors in 2012,
canvassing use of appropriate language and communication, family relationships and other cultural
issues, and relevant workplace considerations to support Indigenous staff.
The Indigenous staff conference (Nguluway 2012) was located in Dubbo for 2012, with attendance
by approximately 30 Indigenous staff members as well as invited guests from the University and the
Indigenous community. After a Welcome to Country, an opening address by the Vice-Chancellor set
a very positive tone for the conference in terms of future directions for Indigenous education and
employment at the University.
The University is continuing to roll out cultural competency training for staff. In 2012 in the Faculty
of Education, all non Indigenous staff in the Centre of Indigenous Studies and all staff in the School
of Human Movement Studies and School of Teacher Education completed cultural competence
training.
Over the past few years the University has committed to a number of initiatives to support Wiradjuri
language and culture. One of these is the development of accredited training in Wiradjuri language.
In 2012, for the first time, the Certificate II in Wiradjuri Language was offered to staff (Indigenous
and non-Indigenous) who had previously completed the Certificate I. Three Indigenous staff were
supported to attend.
Support for Staff Members with Disability
In 2012 the Policy on Disability and Work Study Adjustment and the Procedures for Implementing
Work Place Adjustments were reviewed and updated. Workplace Adjustment Plans were introduced
as a mechanism for recording work related impacts of the disability, the work place adjustments
implemented and schedules for reviewing adjustments to ensure they remain effective and
appropriate. A major benefit of the plan will be to ensure that disability related work adjustments
are taken into account in any change management process associated with circumstances such as
building renewal or work unit restructure.
During 2012, the University continued to provide central funding as well as sourcing funding through
the job access scheme to support workplace adjustments for staff with disability. Divisions and
Faculties provided additional support in terms of flexible working arrangements and job
restructuring, in some cases. For example:
•
the Division of Learning and Teaching Services provided support which included the option
to work from home when necessary and changed work location;
•
the Division of Library Services supported three staff with disability by means of changes to
working hours and work duties; and
•
the Faculty of Education supported one staff member with mentoring, provision of regular
feedback and additional time to complete tasks.
The University worked with several disability employment services to provide approximately four
work experience placements for people with disability in 2012
All staff within the Student Services Office and key staff within the Division of Human Resources
attended mental Health First Aid training in 2012.
Charles Sturt University Campus Services has made a specific commitment to employing and
supporting staff with disability, partnering with Job Centre Australia and NSW Workcover. In 2012 6
frontline managers attended ‘Prepared and Informed’, an accredited training course designed to
enhance skills, confidence and sensitivity in working alongside colleagues with disability.
3
Strategies to increase Ethnic Diversity
The proportion of total staff from culturally and linguistically diverse backgrounds has increased only
very slightly over the past five years and this small increase is accounted for solely by increased
numbers of academic staff from such backgrounds. Since 2007 the proportion of academic staff
whose first language was not English has increased by 4% (currently at 16%). Stability in general
staff numbers reflects the fact that a higher proportion of general staff is recruited from regional
areas (in which CSU campuses are located) that have a low demographic in terms of ethnic diversity.
Most Faculties have reported undertaking international recruitment activities and increasing the
number of staff from culturally and linguistically diverse backgrounds in 2012. For example the
Faculty of Arts increased the number of adjunct staff with an Islamic background as part of the
expansion of the Centre for Islamic Studies and Civilisation, as well as making two appointments in
the School of Psychology of staff members from India and South Korea.
Some Faculties have put in place specific strategies to support overseas recruited staff from
linguistically and culturally diverse backgrounds commencing at the University, for example: in the
School of Information Studies such staff have been supported through appointment of a mentor at
CSU from the same country of origin or a near country; exploring the most comfortable medium for
day to day communication – oral or written; and providing a travel allowance to permit return to the
home country while engaging in international research or scholarship.
Work/life balance
Since 2005 the EO/AA Committee has been concerned about the adequacy of childcare facilities and
availability of childcare places for staff at the Albury Wodonga and Wagga Wagg campuses. In 2012
a new purpose built childcare centre (a $6 million investment) commenced operation on the Albury
Wodonga Campus at Thurgoona. The new centre increases the provision of childcare for members
of the campus from 26 places to 72. It has a separate parenting room to accommodate parents who
wish to breast or bottle feed their infants, additional spaces for parents to participate at the centre,
and observation facilities for use by students engaged in early childhood studies. The level of
childcare available at the Wagga Wagga campus still remains an issue.
In 2012 staff members have continued to access a range of flexible work arrangements provided by
the University, including flexitime, change of work fraction, purchased leave and carer’s leave. In
their 2012 equal opportunity reports, Faculties and Divisions reported on specific flexible work
options used to provide flexibility to staff such as extending or adjusting maternity leave for
increased flexibility, reduced employment fraction for a defined period, and flexible work hours to
enable staff to take a 9 day fortnight. Some additional strategies described include the following:
•
the Division of Marketing made provision for staff members on maternity leave to attend
key meetings with their child;
•
the Faculty of Science introduced exemption from timetabled teaching before 9am or after
5.00pm for academic staff with children under 5 years; and
•
Student Central aligned its rosters to take account of school hours or child care
arrangements and provided the opportunity for staff to job share to accommodate family or
other commitments.
4
Changes to the Staff Profile in 2012
EEO Survey Respondents, March 2013
To measure progress in the reporting year snapshot data are collected on 31 March of the following
year so the snapshot for 2012 is 31 March 2013. Recurrent data (such as appointment,
reclassification and separation) are collected on a calendar year basis so changes to the snapshot do
not exactly correlate with recruitment and separation figures. Data relating to level of position,
service fraction or type of employment are based on substantive (rather than concurrent)
appointments.
TABLE 6 Actual and respondent numbers by gender and classification
Actual staff
Respondents
Response rate
Male
Female
All
All
%
Academic
409
384
793
781
99
General
450
934
1,384
1,358
98
Total
859
1318
2177
2139
98
Valid responses to the EEO questionnaire were returned by 98% of staff as at the 31 March 2013
census date.
TABLE 7 Number and percent of EEO respondents by staff group
Indigenous
Staff
Racial/ethnic
minorities
First language
not English
People with a
disability
Disability
work
adjustment
No.
%
No.
%
No.
%
No.
%
No.
%
Academic
13
1.6
124
16
123
16
25
3
10
1.3
General
43
3.1
61
4
57
4
59
4
17
1.2
Total
56
2.6
185
8.5
180
8.3
83
3.8
27
1.2
Performance
Indicator 2015
3.0
10.0
3.0
Between 31 March 2012 and 31 March 2013 the number of Indigenous staff increased by 3.
Indigenous staff members represent 2.6% of all staff. The proportion of staff whose first language
was not English has increased very slightly while that of staff members who have a disability
requiring workplace adjustment has not increased.
5
TABLE 8 Percent of EEO respondents by Faculty (academic staff)
Indigenous Staff
First language
not English
%
People with
disability
%
Disability/
work
adjustment
%
Faculty
%
Racial/ethnic
minorities
%
Arts
0
12.5
9.9
5.2
1.6
Business
0
34.6
35.6
4.9
3.0
Education
5.7
9.2
7.8
2.8
0.7
Science.
1.6
14.5
15.8
1.6
0.6
All academic staff
1.6
16
16
3.8
1.2
TABLE 9 Percent of EEO respondents by Division/Faculty (general staff)
Indigenous
Staff
Racial/ethnic
minorities
First language
not English
%
%
%
Office of the VC
3.0
3.0
DVC Academic
4.5
4.5
9.1
DVC Administration
2.2
6.7
8.9
DVC, Research
2.1
6.4
6.4
Dean of Studies
19.3
3.5
3.5
Facilities Management
1.0
3.1
2.0
6.2
1.0
Finance
0.8
5.0
4.2
5.0
0.3
Human Resources
7.5
3.8
3.8
1.9
Information Technology
2.3
6.25
7.0
5.5
3.9
Learning and Teaching
2.3
6.9
4.6
4.6
3.4
Library Services
1.4
6.8
6.8
5.5
Marketing
3.7
1.8
Student Administration
1.0
5.3
Student Services
2.4
2.4
Faculty Arts
1.8
1.8
Faculty Business
0
3.4
Faculty Education
16.0
Faculty Science
1.6
4.9
3.2
4.1
2.4
All general staff
3.1
4.0
4.0
4.0
1.2
Division
People
with
disability
%
Disability/
work
adjustment
%
6.1
2.1
1.8
3.2
3.2
1.0
4.8
2.4
3.6
3.6
1.8
6.9
3.4
6.0
6
Women
FIGURE 14 Representation of women on major University committees
Council
Senior Executive C'tee
Vice-Chancellor's Forum
Information & Learning Systems C'tee
University Course Planning C'tee
Professorial Promotion C'tee
Academic Promotion C'tee
Student Experience Planning C'tee
Academic Senate
Curriculum Learning & Teaching C'tee
Research Advisory C'tee
University Excellence C'tee
Faculty Boards (total)
Arts
Business
Education
2012
2011
Science
0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 100%
Note: Data on committee membership are collected in the second half of each year, rather than at
the snapshot date.
The representation of women on most major University committees has continued to increase, the
main exception being University Council on which women continue to represent less than 30% of the
membership. The number of women chairing committees has also increased. In 2012 seven of the
committees in the graph above were chaired by women, compared to only one just three years
earlier.
7
FIGURE 15 Women in leadership positions
80%
70%
60%
50%
40%
2011
30%
2012
20%
Managers
HEW 10+
Professoriate
Heads of
School
Executive
Deans
0%
Executive
Management
10%
The proportion of women in leadership positions has risen over the last 5 years. Acting
appointments of women in Executive Dean and Deputy Vice-Chancellor positions in mid 2012
increased the proportion of women among executive managers (ie senior executives, executive
deans and executive directors). In 2012 women were slightly less well represented in academic
management positions but there has been an increase of women among senior managers (HEW 10
and above).
Academic Staff
•
The proportion of women on academic staff increased by 2% in 2012/13 to 48%.
•
Women are more heavily concentrated at the mid to lower end of the academic scale.
Seventy five percent of female academic staff are located at level B or below compared to
54% of male academic staff
•
In 2012/13 the proportion of women among Level C staff increased by 5% to 37%, while the
proportion of women in the professoriate decreased very slightly to 30%.
•
In 2012, three of four Executive Deans were women and 7 of 22 Heads of School.
•
The difference between the proportion of male and female staff employed at senior academic
levels increased slightly (from 10% to 13% difference). Ten percent of female academic staff
are employed at Level D or above compared to 23% of male academic staff.
•
As at March 2013 the average base full-time salary of female academic staff was 91% of that
of male academic staff (compared to 93% at the previous snapshot). Their average gross fulltime earnings was also 91% of the full-time earnings of male academic staff.
•
Women are proportionately represented among continuing academic staff. They comprise
nearly 49% of continuing staff and 46% of contract staff. The proportion of all academic staff
8
in fixed term positions is 22%.
•
Eleven percent of female academic staff work part-time compared to 10% of males. Women
account for 50% of part-time academic staff. However, once professorial staff are discounted
(most of those employed part time at professorial level have dual appointments straddling
more than one institution), academic staff working part-time are more likely to be female
(62%).
•
In 2012 women made up 55% of external academic staff appointed and 57% of internal
academic staff appointed at a higher level through competitive selection. Women accounted
for 56% of all competitive academic appointments in 2012. Women accounted for 4 of 12
appointments to professorial levels.
•
Nearly 50% of all academic appointments in 2012 were direct appointments. Women made
up 61% of these.
•
Fourteen female academic staff members were promoted in 2012 (of 29 promotions) - four to
Lecturer (Level B), five to Senior Lecturer (Level C) and four to Associate Professor (Level D)
and one to Professor (Level E).
•
The separation rate was slightly higher for male academic staff compared to females in 2012,
13% and 11% respectively. Women accounted for 62% of academic staff who resigned in
2012.
FIGURE 17 Representation of women within academic levels (substantive position)
80%
70%
60%
50%
Mar-11
40%
Mar-12
30%
Mar-13
20%
10%
0%
Level A
Level B
Level C
Level D
Level E
9
FIGURE 18 Distribution of males and females across academic levels (substantive position)
70%
60%
50%
40%
Male
30%
Female
20%
10%
0%
Level A
Level B
Level C
Level D
Level E
TABLE 10 Percent of female academic staff by Faculty/level (substantive position)
Faculty
Females as a
% of academic
staff
Females as a % of
academic staff at
level B
Females as a
% of academic
staff at level C
Females as a %
of academic
staff at level
Females as a %
of continuing
academic staff
D&E
%
%
%
%
%
Arts
42
44
41
24
43
Business
35
41
32
11
37
Education
70
74
65
52
70
Science.
49
61
29
31
47
All acad. Staff
48
55
37
30
49
40
35
50
Performance
Indicator, 2015
Note: Some academic staff members are employed outside the Faculties.
FIGURE 19 Distribution of male and female part time academic staff across levels
70%
60%
50%
40%
Male
30%
Female
20%
10%
0%
Level A
Level B
Level C
Level D
Level E
10
General Staff
•
Women are a majority (67 %) of the general staff. They comprise 64% of full-time staff and
86% of fractional staff. Twenty two percent of female staff members are in fractional
positions. Excluding those on part time parental leave, there are two staff members above
HEW level 8 who work part time and the number of staff in the occupation category
‘Managers and Administrators’ working part-time is eight (of 197 staff).
•
Women are over-represented at the lower end of the HEW salary scale and underrepresented at the upper levels. Sixty three percent of women are at level 5 or below
compared to 40% of men. However, the proportion of women in management positions is
gradually increasing.
•
Of 32 competitive appointments made in 2012 at HEW level 8 and above, 17 went to women.
Six male and 7 female staff members were recruited or achieved internal appointment at HEW
level 10 or above.
•
Twenty of the 26 staff members who were reclassified at a higher level in 2012 were female.
•
The separation rate for male and female general staff was very similar (14% and 13%
respectively). Women made up 62% of general staff resignations in 2012.
•
The average base full-time salary for female general staff was 85% of the base full-time salary
of male staff. Average gross earnings for female general staff were 84% of average gross
earnings for male general staff.
•
With respect to occupation categories, women make up 57% of Managers and Administrators
and remain less well represented among Computer Business Professionals (31%) and
Tradespersons (19%). They are over-represented among clerical staff (90%).
•
Women are less well represented in the Divisions of Facilities Management and Information
Technology.
FIGURE 19 Representation of women within HEW levels (substantive position)
90%
80%
70%
60%
50%
Mar-11
40%
Mar-12
30%
Mar-13
20%
10%
0%
Levels Level Level Level Level Level Level Level Level
1&2
3
4
5
6
7
8
9
10+
11
FIGURE 20 Distribution of males and females across HEW levels (substantive position)
30%
25%
20%
Male
15%
Female
10%
5%
0%
Levels Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level
1&2
10+
FIGURE 19 Distribution of male and female part time general staff across levels
40%
35%
30%
25%
20%
Male
15%
Female
10%
5%
0%
Levels Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level
1&2
10+
12
Aboriginal and Torres Strait Islander People
Academic Staff
•
The number of Indigenous Australian academic staff increased by 1 in 2012/13 to 13.
•
Indigenous staff members represent 1.6% of academic staff.
•
Eight Indigenous academic staff members are employed in continuing positions.
•
Indigenous staff members earn 92% of the average full-time base salary and 91% of the
average full-time gross salary of all academic staff.
•
Two Indigenous academic staff left the University in 2012 and no external appointments were
made in the calendar year.
Figure Number of Aboriginal and Torres Strait Islander staff at each academic level.
6
5
4
Mar-11
3
Mar-12
2
Mar-13
1
0
Level A
Level B
Level C
Level D
Level E
General Staff
•
The number of Indigenous Australian general staff in continuing or fixed-term positions
increased by 2 to 43 during 2012/13.
•
Indigenous staff members represent 3.1% of general staff.
•
Average full time salaries have increased slightly - Indigenous staff members earn 92% of the
average full-time base salary and 92%of the average gross full-time earnings of all general
staff.
•
The proportion of Indigenous general staff who are in continuing positions has remained
almost the same, at 67% during 2012/13.
•
Five Indigenous staff members were recruited to the general staff in 2012 with appointments
ranging from Level 3 to Level 7.
•
Seven Indigenous staff members left the University in 2012. The separation rate was 16%
compared to 13% for all staff.
13
Figure Number of Aboriginal and Torres Strait Islander staff at each level.
16
14
12
10
Mar-11
8
Mar-12
6
Mar-13
4
2
0
Levels Level Level Level Level Level Level Level Level
1&2
3
4
5
6
7
8
9
10+
Figure Representation of Aboriginal and Torres Strait Islander staff within levels.
6.0%
5.0%
4.0%
3.0%
Indigenous
staff
2.0%
1.0%
0.0%
Levels Level Level Level Level Level Level Level Level
1&2
3
4
5
6
7
8
9
10+
14
People from Racial, Ethnic and Ethno-Religious Minority Groups
Academic Staff
•
People from racial, ethnic or ethno-religious minority groups and people whose first language
was other than English represent 16% of academic staff.
•
Staff members whose first language was other than English have a slightly higher
concentration at the middle levels (B &C) compared to all academic staff.
•
Six academic staff members whose first language was other than English were promoted in
2012, three to Level C and three to Level D.
•
Staff whose first language was other than English earned 96% of the average base salary and
96% of the average gross salary of all full-time academic staff.
•
During 2012 16 people whose first language was other than English were recruited externally
to academic positions, making up 24% of all academic staff appointed through external
recruitment. Two internal competitive appointments were made from this group (10% of
internal appointments).
•
Seven academic staff from different language backgrounds left the University. The separation
rate was 6%, half that of all academic staff (12%).
General Staff
•
The proportion of general staff whose first language was other than English remained the
same at 4% of general staff.
•
Staff of racial/ethnic minority background and staff whose first language was other than
English are slightly more concentrated at the upper ends of the salary scale.
•
The average base full-time salary for staff whose first language was other than English was
108% of the average base full-time salary of all respondents. These staff earned 107% of
average full-time gross earnings.
•
Four general staff members whose first language was other than English separated from the
University in 2012. At 8% the separation rate for staff in this category was lower than that of
all staff.
•
Nine staff members whose first language was other than English were recruited externally,
representing 6% of external appointments to general staff.
People with a Disability
Academic Staff
•
The proportion of academic staff members who have a disability requiring workplace
adjustment has been decreasing slightly but progressively over time.
•
People with disability represent 3% of academic staff and people with a disability requiring
workplace adjustment, 1.3%.
•
There is a slightly higher concentration of staff with disability at levels D and E, probably age
15
related.
•
Staff members with a disability requiring workplace adjustment earn 112% of the average
base salary and 111% of the average gross earnings of full-time academic staff.
•
When compared with all academic staff, staff members with disability and staff with a
disability requiring workplace adjustment are slightly more likely to be employed in continuing
positions.
•
One academic staff member with a disability requiring workplace adjustment was appointed
in 2012 and two academic staff members with a disability left the University in 2012.
General Staff
•
Seventeen general staff have a disability requiring workplace adjustment, the same as in the
previous year.
•
People with disability represent 4% of general staff and people with a disability requiring
workplace adjustment, 1.2%.
•
The average base salary of both groups was 96% of all full-time general staff
•
Eight people with disability and two people with a disability requiring workplace adjustment
were recruited to general staff in 2012.
•
Five people with disability and two people with a disability requiring workplace adjustment
separated from the University in 2012, having a separation rate equal to or less than all staff.
16
APPENDIX
Table 1: Academic Staff by Faculty, Status and Gender (substantive position) at 31 March 2013
Tenure
M
F
2
2
4
0
86
66
49
29
35
82
138
124
3
1
317
304
Faculty
Deputy Vice-Chancellor (Academic)
Deputy Vice-Chancellor (Research)
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Other
Total
Contract
M
F
1
2
20
12
26
14
17
6
7
17
21
28
1
92
80
Total
M
3
24
112
66
42
159
3
409
Contract %
M
F
33%
50%
83%
100%
23%
18%
26%
17%
17%
17%
13%
18%
0%
50%
22%
21%
F
4
12
80
35
99
152
2
384
Total
7
36
192
101
141
311
5
793
Table 2: Academic Staff by Faculty, Level and Gender (substantive position) at 31 March
2013
Faculty
Deputy Vice-Chancellor (Academic)
Gender
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
Deputy Vice-Chancellor (Research)
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Other
Total CSU
Level A
Level B
Level C
1
2
2
8
3
11
70
51
121
36
25
61
21
60
81
64
99
163
1
2
3
200
242
442
0
3
6
9
7
11
18
1
2
3
1
11
12
7
16
23
0
19
46
65
1
2
1
3
19
13
32
13
6
19
8
15
23
52
21
73
1
1
96
56
152
Level D
1
1
0
11
3
14
3
2
5
5
5
10
20
12
32
Level E
2
1
3
11
2
13
5
2
7
13
13
7
8
15
16
4
20
1
0
39
23
62
1
55
17
72
Total
3
4
7
24
12
36
112
80
192
66
35
101
42
99
141
159
152
311
3
2
5
409
384
793
Table 3: Academic Staff by Level, Status, Fraction and Gender at 31 March 2013
Level
Level E
Level D
Level C
Level B
Level A
Total
Full-time
M
31
34
85
151
7
308
Tenure
Part-time
F
12
21
51
181
20
285
M
2
1
1
5
F
1
2
1
15
9
19
Contract
Full-time
Part-time
M
10
F
2
5
36
8
59
1
35
19
57
M
12
4
5
8
4
33
F
2
3
11
7
23
Total
Full-Time
Part-time
M
41
34
90
187
15
367
F
14
21
52
216
39
342
M
14
5
6
13
4
42
F
3
2
4
26
7
42
17
Table 4: Academic Staff by Faculty/Division by EEO Group
Division/Faculty
Deputy Vice-Chancellor,
Academic
Deputy Vice-Chancellor, Research
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Other
Total
Total
Response
Male
Female
7
36
192
101
141
311
5
793
7
35
189
101
139
305
5
781
3
24
112
66
42
159
3
409
4
12
80
35
99
152
2
384
Indigenous
Ethnicity
Language
Disability
Adjustment
8
5
1
5
24
35
14
45
1
7
19
36
11
49
1
10
5
4
5
1
3
3
1
2
13
124
123
25
10
Table 5: Academic Promotion in 2012 by Gender
Academic Level
A-B
B-C
C-D
D-E
Applicants
Male
1
9
10
1
Female
5
7
3
1
Successful Promotions
Male
Female
1
4
6
5
8
1
1
1
Table 6: General Staff by Level of Position/Employment Status/Gender - as at 31 March 2013
HEW Level
1
2
3
4
5
6
7
8
9
10+
Total
Male
F/T
7
13
42
47
50
83
81
41
19
34
417
P/T
3
3
7
2
6
7
2
3
33
Female
F/T
P/T
11
11
8
11
47
24
188
76
171
40
143
30
82
8
35
3
18
1
26
1
729
205
% Female
68.8%
54.3%
59.2%
84.3%
79.0%
65.8%
52.0%
46.3%
50.0%
44.3%
67.5%
18
Table 7: General Staff by Division/Level/Gender (substantive position)- as at 31 March 2013
Level
1&
below
M F
Division
Office of the Vice Chancellor
Deputy Vice-Chancellor, Academic
Deputy Vice-Chancellor, Admin
Deputy Vice-Chancellor, Research
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Dean of Studies
Division of Facilities Management
Division of Finance
Division of Human Resources
Division of Information Technology
Division of Learning & Teaching
Division of Library Services
Division of Marketing
Division of Student Administration
Office of Student Services
Other
Total
2-3
M F
1
1
1
1
10
22
33
23
2
2
10
22
1
1
65
4-5
M
1
2
1
2
5
1
1
14
1
15
21
1
18
9
5
2
4
2
2
3
5
2
3
45
3
5
20
1
90
105
F
14
4
26
17
27
39
25
68
6
10
72
14
11
27
22
21
67
4
1
475
6-7
M
4
1
7
10
3
7
14
16
15
12
4
46
12
4
9
2
7
173
8-9
M
F
F
4
10
7
14
9
12
11
17
26
7
19
15
21
20
17
16
13
24
1
263
2
2
1
2
1
10
12
5
22
2
3
1
63
2
4
2
1
1
2
3
10
7
7
6
1
4
4
2
1
57
10 &
above
M F
5
4
3
2
3
2
2
2
1
4
9
2
2
2
2
1
1
34
1
5
2
1
2
2
1
27
Total
M
10
6
5
12
17
4
8
31
19
77
87
12
88
27
11
11
11
12
2
450
F
23
16
40
35
38
54
42
92
38
20
173
41
40
60
62
43
84
30
3
934
Table 8: Reclassification of general staff through Job-Evaluation Committee, 2012
Male
Female
Total
Level
3
4
5
6
7
8
9
10
Total
Applications
9
24
33
No-change Upgrade
3
6
7
17
10
23
Job Evaluation Committee
Male
Female
1
1
2
2
6
1
6
1
1
2
6
17
Other Reclassification
Male
Female
1
1
1
1
4
Total
1
1
5
7
8
1
1
3
27
19
Table 9: General Staff by Division/Faculty by EEO Group
Division/Faculty
Office of the Vice
Chancellor
Deputy ViceChancellor, Academic
Deputy ViceChancellor, Admin
Deputy ViceChancellor, Research
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Dean of Studies
Division of Facilities
Management
Division of Finance
Division of Human
Resources
Division of
Information
Technology
Division of Learning &
Teaching
Division of Library
Services
Division of Marketing
Division of Student
Administration
Office of Student
Services
Other
Total
Total
Respondents
Male
Female
Indigenous
Ethnicity
Language
Disability
Adjustment
33
32
10
23
1
1
22
22
6
16
1
1
2
45
45
5
40
1
3
4
47
55
58
50
123
57
46
54
57
50
121
57
12
17
4
8
31
19
35
38
54
42
92
38
1
1
3
1
2
3
2
4
8
2
11
6
2
4
2
1
2
2
3
5
2
97
260
95
244
77
87
20
173
1
2
3
13
2
11
6
13
1
1
53
53
12
41
4
2
2
1
128
127
88
40
3
8
9
7
5
87
87
27
60
2
6
4
4
3
73
54
73
54
11
11
62
43
1
2
5
1
5
4
1
95
94
11
84
1
5
3
3
1
42
5
1384
42
5
1358
12
2
450
30
3
934
1
1
2
1
43
61
59
17
2
57
1
3
20