Annual Report:
Staff Equity and Diversity
Activities and Achievements in 2013
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. A number of Faculties and Divisions
have subsequently included equity objectives and performance indicators into their operational or
initiatives and improvement plans.
In 2013 University Council took steps to increase gender equity and ensure Indigenous
representation among its membership, in accordance with one of the objectives of the University’s
Employment Equity Plan. An Indigenous member was appointed to Council and the proportion of
female members increased from 29% to 40%.
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)
improved significantly in 2013, increasing from 44% to 53%. Women were successful in obtaining
ten (two thirds) of the fifteen appointments made at Level 10 and above in 2013 (internal and
external inclusive) as well as 3 of the 7 appointments (excluding academic promotion) to professorial
positions.
In 2013 Women were appointed to some key leadership positions including three Pro-ViceChancellor positions, Dean of Students and Executive Director of Marketing and Communication.
They join five existing female leaders, including a Deputy Vice-Chancellor, three Executive Deans and
one Executive Director.
The University has met or exceeded most of its 2015 key performance indicators supporting gender
equity, with the exception of those pertaining to the representation of women among the
professoriate and the proportion of academic women holding doctoral qualifications.
1
TABLE 1 Progress on key performance indicators on women’s employment
All staff
CSU 31 March
2012
CSU 31 March
2014
Performance
Indicator 2015
Women as a percentage of:
•
Tenured academic staff
47%
50%
50%
•
Academic staff at Level C
32%
41%
40%
•
Academic staff at Levels D&E
31%
30%
35%
Proportion of academic women holding
doctoral qualifications
50%
49%
60%
Women as a percentage of
professional/general staff at Level 10
and above
41%
53%
45%
Women as a percentage of senior staff
(ie academic Levels D&E and HEW 10+)
34%
37%
38%
Leadership development for women is one among a number of strategies the University has
employed to facilitate increasing representation of women in senior positions. The Leadership
Development for Women Program (as introduced in 2006) was offered for the last time in 2013. The
program format has been reviewed and a new structure aligned with goals of the current University
Strategy is being introduced. In 2013 Faculties and Divisions encouraged and supported twenty five
female staff members to attend the Leadership Development for Women Program. Members of the
Senior Women’s Forum continued to act as mentors for program participants.
In addition to encouraging and supporting female staff to participate in the Leadership Development
for Women Program, Faculties and Divisions implemented a range of strategies in 2013 to support
career progression for female staff – for example:
•
the Division of Student Administration encouraged and supported 12 female staff members
to participate in a range of training and accredited courses including CSU Diploma of
Management, CSU Certificate 4 in Frontline Management, CSU Certificate 4 in Business
Administration and the Leadership Development for Women Program;
•
the Office of the Dean of Students supported one female staff member to attend the AVCC
Women in Leadership Conference, another to complete the Graduate Certificate in
University Leadership and management and two others to undertake the Leadership
Development for Women Program;
•
the Faculty of Education introduced a number of strategies to encourage and support
academic staff to undertake or complete doctoral qualifications, thereby increasing the
proportion of female staff with doctoral qualifications by 10% over the year;
•
the Faculty of Arts supported Schools to identify female staff members with potential to join
the professoriate and provided them with mentors;
2
•
the Faculty of Business assisted female academic staff through ‘buy back’ of duties, research
funding support, SSP funds and work allocation arrangements to complete doctorates,
contribute to research publications and refereed journals and present at conferences;
•
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
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
The number of Indigenous staff employed at the University decreased by two to 54 between the
March 2013 and March 2014 snapshots. Indigenous staff members continue to represent 2.6% of all
staff.
TABLE 2 Progress on key performance indicators on Indigenous employment
EEO data survey respondents
Indigenous staff as a percentage of:
• Academic staff
• Professional/general staff
• All staff
CSU 31 March
2012
CSU 31 March
2014
Performance
Indicator 2015
1.6% (n=12)
3.0% (n=41)
2.5% (n=53)
1.8% (n=14)
3.0% (n=40)
2.6% (n=54)
2.0%
3.0%
Seven Indigenous staff members were recruited externally in 2013.
A particular focus of the University’s Indigenous Australian Employment Strategy 2012-2015 is to
increase the number of Indigenous staff in academic positions. In 2012 the University introduced
the Indigenous Academic Fellowship Scheme 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. Four
positions, one in each Faculty, were subsidised with central funding. Two Fellows were appointed in
2012 (Education and Science) and further recruitment was undertaken in 2013 leading to the
appointment of fellows in the Faculties of Arts and Business. The Faculty of Education funded a
further position (the second for the Faculty) which was also filled in 2013. As a result of the first
round of recruitment for Indigenous Fellows, the Faculty of Business appointed one applicant as an
adjunct in the School of Accounting and Finance 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 and is actively supporting staff in the Centre of Indigenous Studies to complete
higher degrees;
•
the School of Human Movement Studies will seek to identify suitably qualified Indigenous
students for an honours program or other pathway to a doctorate;
3
•
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 Faculty subjects.
•
the Faculty of Arts will seek to encourage Indigenous applicants to vacant academic
positions in the School of Humanities and Social Sciences which has been identified as having
the discipline areas most likely to attract Indigenous applicants; and
•
the Faculty of Science will target positions for Indigenous recruitment in Environmental
Science and Indigenous Mental Health.
In 2013 the University committed to supporting a project to trial another long term strategy with
potential to contribute to ‘growing our own’ Indigenous academics. Funding was allocated to a pilot
project to engage 4 Indigenous students to work as cadets in the Faculties for the purposes of:
•
assessing the potential for cadetships to support Indigenous student retention and skill
development; and
•
assessing the potential of cadetships as a means to support and encourage Indigenous
undergraduates to consider further study and an academic career.
Cadets will be provided with supervised and mentored work experience in an appropriate academic
related activity.
The Indigenous traineeship program continued to be supported during 2013. Four trainees
successfully completed their traineeships in 2013. The University has continued to employ three of
these trainees under the Indigenous Employment Incentive Scheme (2 fixed term and one
continuing in the Division of Finance, the School of Nursing, Midwifery and Indigenous Health and
the Division of Information Technology) but was unable to provide a position for the fourth. Two
additional trainees were appointed in 2013, one in the Division of Library Services and one in the
Division of Information Technology. These two trainees will continue into 2014. The University also
made a successful submission for external funding (Indigenous Employment Program) to support the
appointment of 3 trainees in 2014.
The Indigenous Employment Incentive Scheme continues to contribute to the retention of trainees
and the appointment of Indigenous staff in non identified positions. In addition to the appointment
of 3 trainees under the scheme mentioned above, the Division of Library Services utilised the
scheme to appoint an administrative assistant to a continuing position.
Another strategy to increase Indigenous employment is the establishment of identified positions.
This strategy also ensures that when an incumbent vacates an identified position an Indigenous
person will be recruited to replace them, unlike targeted positions where recruitment may revert to
the wider community. In 2013 the Office of the Dean of Students established and recruited for two
new identified positions.
A high proportion of Indigenous staff is engaged in further study. Excluding Indigenous Academic
Fellows, in 2013 eight Indigenous staff members were engaged in further study: three academic staff
members undertaking doctoral study, four professional/general staff members undertaking
postgraduate or undergraduate study; and one professional/general staff member undertaking a
vocational qualification. The Indigenous Staff Study Support Scheme was accessed by two staff
members in 2013. No applications were made to the Indigenous Academic Leadership Development
Scheme.
4
The Indigenous staff conference (Nguluway) was held again in 2013, this time at the University’s
Goulburn campus. Fifteen Indigenous staff members attended. The conference was held in
conjunction with the probationary police constable attestation parade which included five
Indigenous policing students.
The University is continuing to roll out Indigenous cultural competency training for staff. In 2013
115 staff members undertook the training, including all members of the Senior Executive
Committee. In a new initiative aimed at providing opportunities for development of cross-cultural
competence among Faculty staff, the Faculty of Education has set up a scholarship that covers the
costs of enrolment in Aboriginal Cultures, Histories and Contemporary Realities, an introductory
level subject offered by the Centre for Indigenous Studies. Four supported places will be available in
2014. In addition, staff from the School of Teacher Education are collaborating across the Dubbo
and Burlington (Canada) campuses on a specific project, based on UN guidelines, to build the profile
and awareness of indigenous education.
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.
Two Indigenous staff and one non Indigenous staff member completed Certificate 2 in Wiradjuri
language in 2013. Under the Wiradjuri Language Project a Graduate Certificate in Wiradjuri
Language and Cultural Heritage was developed, to be offered by the University in 2014.
Support for Staff Members with Disability
The number of staff members with disability decreased by 4 and the number of staff members with
disability requiring workplace adjustment by one between the March 2013 and March 2014
snapshots.
TABLE 3 Progress on key performance indicators on employment of people with disability
EEO data survey respondents
Staff with disability as a percentage of :
• Academic staff
• Professional/general staff
• All staff
Staff with disability requiring workplace
adjustment as a percentage of:
• Academic staff
• Professional/general staff
• All staff
CSU 31 March
2012
CSU 31 March
2014
3.3% (n=25)
4.2% (n=57)
3.9% (n=82)
3.1% (n=24)
4.1% (n=56)
3.8%(n=80)
1.3% (n=10)
1.3% (n=17)
1.3% (n=27)
1.3% (n=10)
1.2% (n=16)
1.2%(n=26)
Performance
Indicator 2015
3%
One staff member with disability requiring workplace adjustment was recruited in 2014.
A new process for administering workplace adjustments by means of Workplace Adjustment Plans
(arising from the 2012 review of the Procedure for Implementing Workplace Adjustment) was
introduced in 2013. Workplace Adjustment Plans are a mechanism for recording any work related
impacts of a disability or condition, the work place adjustments implemented and schedules for
reviewing adjustments to ensure they remain effective and appropriate. During the year Workplace
Adjustment Plans were utilised for at least 11 staff members.
5
The University continued to provide central funding to support workplace adjustments for staff with
disability. Some Divisions and Faculties provided additional support in terms of flexible working
arrangements, job restructuring, and/or recruitment of staff with disability. For example:
•
the Faculty of Education confirmed its commitment to supporting men and women with
disability in the workplace through the Enabling Universities document and supported an
early career academic to maintain employment with the University;
•
the School of Policing Studies offered an employment opportunity for a person with
disability as part of a maternity leave replacement, employing assistive technology and
appropriate work adjustments;
•
the Division of Marketing reviewed student communications to ensure that student
messaging is accessible to those using assistive technology and is currently rolling out a
strategy to ensure that all Marketing web content is designed to optimise support for voice
recognition software.
Faculties and Divisions also took advantage of Mental Health First Aid training offered by staff from
the Student Services Office and Residence Life to increase staff capability around mental health
issues.
In the latter half of the year the University commenced a review of its Disability Action Plan.
Students with disability were surveyed and a staff questionnaire was designed to obtain feedback on
aspects of the University’s operation that facilitate or inhibit effective employment for people with
disability, for circulation in 2014.
Strategies to increase Ethnic Diversity
The number of culturally and linguistically diverse staff (first language is other than English)
decreased by 5 between the 2013 and 2014 snapshots. However, 23 staff members whose first
language is other than English were recruited during 2014.
TABLE 4 Progress on key performance indicators on employment of people whose first language is
other than English.
EEO data survey respondents
Staff whose first language is other than
English as a percentage of:
• Academic staff
• Professional/general staff
• All staff
CSU 31 March
2012
CSU 31 March
2014
Performance
Indicator 2015
15.0% (n=113)
4.4% (n=59)
8.2% (n=172)
15.6% (n=119)
4.0% (n=54)
8.2%(n=173)
10%
The total proportion of 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. Lower professional/general staff numbers
partially reflect the fact that a higher proportion of general staff is recruited from the regional areas
in which CSU campuses are located. These regions have a low demographic in terms of ethnic
diversity.
6
Most Faculties have reported undertaking international recruitment activities and increasing the
number of staff from culturally and linguistically diverse backgrounds in 2013. For example the
Faculty of Arts increased the number of culturally and linguistically diverse adjunct staff as part of
the expansion of the Centre for Islamic Studies and Civilisation and the incorporation of the Centre
for Customs and Excise Studies.
Strategies supporting an inclusive and non-discriminatory work environment.
In 2013 the University conducted the 4th iteration of its climate survey – Your Voice. Subsequently,
all sections of the Faculties and Divisions held consultative meetings with staff to discuss the results
of the survey pertaining to their organisational unit and formulate action plans to address areas of
concern.
While indicators of staff perception around provision of equal opportunity, work/life balance and
flexibility were all higher than for previous years in the Your Voice survey, indicators relating to
prevention of bullying and harassment and discrimination were lower. In response to this outcome
the Division of Human Resources developed a number of staff development modules as components
of the Developing a Healthy Workplace Program, which address bullying and harassment, workplace
culture and team interaction. During the year 24 training sessions for specific workplaces were run
in collaboration with Faculty Schools and the Divisions. Approximately 500 staff members
participated.
The University also inaugurated a Wellness and Wellbeing Conference and Expo in 2013. The expo
offered staff and students the opportunity to access local service providers and attend information
sessions on relevant health related topics such as mental health, disability services, carer services,
nutrition and diet. The key drivers of the event were reports of a poor standard of wellness in the
staff climate survey, aging and diverse workforce concerns, changing work environments and
conditions with an increase in the number of reports of psychological injury in the workplace and
increased usage of the University’s EAP service.
During 2013 the University commenced a number of initiatives to support sexual and gender
diversity:
•
administrative processes for collecting and storing data on sex or gender were revised in
accordance with the Australian Government Guidelines on the recognition of Sex and
Gender;
•
a procedure was introduced to enable staff to change their gender on personal records;
•
for clarity around existing entitlements, a statement specifically including staff who are
sexually or gender diverse in the definition of family was included in the Enterprise
Agreement; and
•
planning commenced to set up an Ally network in 2014 to support LGBTI staff and students,
run through the Office of Dean of Students.
To support a staff member who commenced the process of transitioning gender during 2013, the
University took the following steps:
7
•
the development of a comprehensive planning process with a documented Gender
Transition Action Plan,
•
the development and promotion of educative materials such as Supporting Gender
Transition at the University: Information for Staff and Students;
•
the implementation of a comprehensive communication plan in consultation with the staff
member; and
•
the provision of training on transition in the workplace for a broad cross section of
colleagues and work contacts.
Work/life balance
In 2013 a new building was completed to house the CSU Children’s Centre on the Wagga Wagga
campus of the University. The capacity of the Centre was increased from 36 to 56 places, including
an increase in places for infants from 8 to 16. The new Centre commenced operation in January
2014.
Under the 2013 Enterprise Agreement parental leave provisions were restructured to provide
greater clarity around leave provisions and to make parental leave as primary carer clearly accessible
to either parent. Paid secondary carer parental leave was extended to two weeks. Fact sheets on
parental leave, pregnancy and maternity, breastfeeding at work, concurrent parental leave and
adoption were developed to provide comprehensive information for staff on leave conditions and
other support for parents at the time of the birth or adoption of their child. The Policy on
Breastfeeding and the Children on Campus Policy and Procedures were also updated.
During the year staff members 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.
Faculties and Divisions report that they have supported work/life balance for staff with a variety of
flexible work options such as variations to working hours, job sharing, extending or adjusting
parental 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 Student Administration implemented new flexitime guidelines and reviewed
the way resources were allocated to manage peak periods, with the aim of increasing
flexibility for work/life balance across the Division;
•
the Division of Information Technology has worked with staff returning from maternity leave
to implement appropriate return to work arrangements;
•
Schools in the Faculty of Arts considered staff members’ childcare responsibilities when
timetabling internal teaching; and
•
the Faculty of Science allows exemption from timetabled teaching before 9.00 am or after
5.00 pm for academic staff with children under 5 years.
8
Changes to the Staff Profile in 2013
EEO Survey Respondents, March 2014
To measure progress in the reporting year snapshot data are collected on 31 March of the following
year so the snapshot for 2013 is 31 March 2014. 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 5 Actual and respondent numbers by gender and classification
Actual staff
Respondents
Response rate
Male
Female
All
All
%
Academic
396
384
780
762
98
Prof/General
434
966
1,400
1,347
96
Total
830
1350
2180
2109
97
Valid responses to the EEO questionnaire were returned by 97% of staff as at the 31 March 2014
census date.
TABLE 6 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
14
1.8
123
16.1
119
15.6
24
3.1
10
1.3
Prof/General
40
3.0
59
4.4
54
4.0
56
4.1
16
1.2
Total
54
2.6
182
8.6
173
8.2
80
3.8
26
1.2
Performance
Indicator 2015
3.0
10.0
3.0
Between 31 March 2013 and 31 March 2014 the number of Indigenous staff decreased by 2.
Indigenous staff members represent 2.6% of all staff respondents. The proportion of staff whose
first language was not English and that of staff members who have a disability requiring workplace
adjustment has not increased.
9
TABLE 7 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
0.5
12.1
8.9
3.7
1.6
Business
1.9
33.6
36.4
5.6
2.8
Education
5.6
11.2
8.8
3.2
0.8
Science
1.4
14.6
15.3
2.0
0.7
All academic staff
1.8
16
16
3.1
1.3
TABLE 8 Percent of EEO respondents by Division/Faculty (professional/general staff)
Indigenous
Staff
Racial/ethnic
minorities
First language
not English
%
%
%
Office of the VC
3.3
3.3
DVC Academic
13.3
DVC, Research
0
6.1
4.1
2.0
Office of Students
11.5
2.9
3.8
2.9
1.0
Facilities Management
1.1
4.3
2.1
7.5
2.1
Finance
0.5
3.5
3.0
5.0
0.5
Human Resources
6.2
2.1
4.2
2.1
4.3
Division
International Education
People
with
disability
%
Disability/
work
adjustment
%
6.7
18.7
6.25
Information Technology
3.4
6.8
7.7
6.8
Library Services
4.0
6.7
6.7
4.0
Marketing
3.7
1.8
Student Administration
1.6
4.1
3.3
2.5
0.8
Student Learning
1.1
4.5
5.7
2.3
1.1
Faculty Arts
1.7
5.1
6.8
5.1
1.7
Faculty Business
0
3.0
6.0
3.0
Faculty Education
10.6
Faculty Science
1.3
6.4
4.5
3.8
1.9
All professional/general
staff
3.0
4.4
4.0
4.1
1.2
1.8
6.4
10
Women
FIGURE 1 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 Coordination C'tee
Equity & Diversity Committee
Academic Senate
Curriculum Learning & Teaching C'tee
Research Advisory C'tee
Faculty Boards (total)
Arts
Business
Education
2012
2013
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 University Council increased from 29% to 40% in 2013.
Representation of women on major University committees has increased over the last few years.
Women represent at least 40% of the membership of all the committees listed above except for 3
Faculty Boards and the Senior Executive Committee. The number of women chairing committees
decreased by one. In 2013 three of the committees in the graph above were chaired by women.
11
FIGURE 2 Women in leadership positions
80%
70%
60%
50%
40%
2013
30%
2012
20%
Managers
HEW 10+
Professoriate
Heads of
School
Executive
Deans
0%
Executive
Management
10%
The proportion of women in leadership positions has generally risen over the last 5 years. From
2013, for the first time women are represented in equal numbers as men in executive management
positions (total of senior executive staff, Pro-Vice Chancellors, Executive Deans and Executive
Directors). While the proportion of women in academic leadership positions has mostly been
increasing in the past decade, over the last two years there has been a slight drop in the proportion
of women among the professoriate (Levels D and E combined) and Heads of School positions.
Academic Staff
•
The proportion of women on academic staff increased by 1% in 2013/14 to 49%.
•
Women are more heavily concentrated at the mid to lower end of the academic scale.
Seventy three percent of female academic staff are located at level B or below compared to
53% of male academic staff. However, the proportion of women who are at Level B or below
decreased by 2% in 2013/14.
•
In 2013/14 the proportion of women among Level C staff increased by 4% to 41%, while the
proportion of women in the professoriate remained the same (30%). Ten percent of female
academic staff are employed at Level D or above compared to 23% of male academic staff
•
In 2013, three of four Executive Deans were women and 5 of 20 Heads of School.
•
The pay equity gap for academic staff has increased slightly over the past 2 years. As at March
2014 the average base full-time salary of female academic staff was 89% of that of male
academic staff (compared to 93% in March 2012). Their average gross full-time earnings were
also 89% of the average full-time earnings of male academic staff.
•
Women are proportionately represented among continuing academic staff. They comprise
nearly 50% of continuing staff and 48% of contract staff. The proportion of all academic staff
12
in fixed term positions is 22%.
•
Twelve percent of female academic staff work part-time compared to 10% of males. Women
account for 55% 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 even more likely to be
female (67%).
•
In 2013 women made up 59% of external academic staff appointed and 57% of internal
academic staff appointed at a higher level through competitive selection. Women accounted
for 61% of all competitive academic appointments in 2013. Women accounted for 3 of 7
appointments to professorial levels.
•
Fifty percent of all academic appointments in 2013 were direct appointments. Women made
up 53% of these.
•
Thirteen female academic staff members were promoted in 2013 (of 27 promotions) - ten to
Senior Lecturer (Level C) and three to Associate Professor (Level D).
•
The separation rate was slightly higher for female academic staff compared to males in 2013,
14% and 11% respectively. Women accounted for 50% of academic staff who resigned in
2013.
FIGURE 3 Representation of women within academic levels (substantive position)
80%
70%
60%
50%
Mar-11
40%
Mar-12
Mar-13
30%
Mar-14
20%
10%
0%
Level A
Level B
Level C
Level D
Level E
13
FIGURE 4 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 9 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
43
43
21
44
Business
38
43
33
11
40
Education
71
74
65
59
71
Science.
49
61
29
31
47
All acad. Staff
49
55
41
30
50
40
35
50
Performance
Indicator, 2015
Note: Some academic staff members are employed outside the Faculties.
FIGURE 5 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
14
Professional/General Staff
•
Women are a majority (69 %) of the professional/general staff. They comprise 65% of fulltime professional/general staff and 86% of fractional staff. Twenty three percent of female
staff members are in fractional positions. Excluding those on part time parental leave, there
are 3 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 13 (of 193 staff).
•
Women are over-represented at the lower end of the HEW salary scale. Sixty four percent of
women are at level 5 or below compared to 40% of men. However, the proportion of women
in senior management positions (HEW 10 and above) increased by 9% in 2014 to reach 53%.
•
Of 32 competitive appointments made in 2013 at HEW level 8 and above, 19 went to women.
Five male and ten female staff members were recruited or achieved internal appointment at
HEW level 10 or above.
•
Thirteen of the 20 staff members who were reclassified at a higher level in 2013 were female.
•
The separation rate for male and female professional/general staff was slightly lower than the
previous year. Women were slightly less likely to exit from the University than men (11% and
13% respectively). However, women were slightly more likely to be represented among
professional/general staff who resigned in 2013 (72% of resignations).
•
The pay equity gap for female professional/general staff has decreased slightly over the past
two years. As a the 31 March 2014 the average base full-time salary for female
professional/general staff was 86% of the base full-time salary of male staff (compared to 84%
in March 2012). Average gross earnings for female professional/general staff were 85% of
average gross earnings for male professional/general staff.
•
With respect to occupation categories, women make up 57% of Managers and Administrators
and remain less well represented among Computer Business Professionals (27%) and
Tradespersons (22%). They are over-represented among clerical staff (89%).
•
Women are a distinct majority of most Divisions but under-represented in the Divisions of
Facilities Management and Information Technology.
FIGURE 6 Representation of women within HEW levels (substantive position)
90%
80%
70%
60%
50%
Mar-11
40%
Mar-12
Mar-13
30%
Mar-14
20%
10%
0%
Levels Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9
1&2
Level
10+
15
FIGURE 7 Distribution of males and females across HEW levels (substantive position)
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+
FIGURE 8 Distribution of male and female part time professional/general staff across levels
45%
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+
16
Aboriginal and Torres Strait Islander People
Academic Staff
•
The number of Indigenous Australian academic staff increased by 1 in 2013/14 to 14.
•
Indigenous staff members represent 1.8% of academic staff.
•
Eight Indigenous academic staff members are employed in continuing positions.
•
Indigenous staff members earn 95% of the average full-time base salary and 96% of the
average full-time gross salary of all academic staff.
•
Four Indigenous academic staff were recruited externally in 2013, all appointed at Level B
•
Two Indigenous academic staff members exited from the University in 2014. The separation
rate for Indigenous academic staff was 16% compared to 13% for all academic staff.
Figure 9 Number of Aboriginal and Torres Strait Islander staff at each academic level.
8
7
6
5
Mar-11
4
Mar-12
3
Mar-13
2
Mar-14
1
0
Level A
Level B
Level C
Level D
Level E
Professional/General Staff
•
The number of Indigenous Australian professional/general staff in continuing or fixed-term
positions decreased by 2 to 40 during 2013/14.
•
Indigenous staff members represent 3.0% of professional/general staff.
•
Average full time salaries have increased slightly - Indigenous staff members earn 87% of the
average full-time base salary and 86% of the average gross full-time earnings of all
professional/general staff.
•
The proportion of Indigenous professional/general staff who are in continuing positions has
remained at 67% during 2013/14.
•
Three Indigenous staff members were recruited to the professional/general staff in 2013 with
appointments ranging from Level 3 to Level 4.
•
Eleven Indigenous staff members left the University in 2013, three due to the end of a fixed
term contract. The separation rate was 23% compared to 12% for all staff.
17
Figure 10 Number of Aboriginal and Torres Strait Islander staff at each level.
16
14
12
10
Mar-11
Mar-12
Mar-13
Mar-14
8
6
4
2
0
Levels Level Level Level Level Level Level Level Level
1&2
3
4
5
6
7
8
9
10+
Figure 11 Representation of Aboriginal and Torres Strait Islander staff within levels.
8.0%
7.0%
6.0%
5.0%
Mar-13
4.0%
Mar-14
3.0%
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+
18
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.
•
There is not much difference in the salary profile of academic staff whose first language was
other than English compared to all academic staff.
•
Seven academic staff members whose first language was other than English were promoted in
2013, five to Level C and three to Level D.
•
Staff whose first language was other than English earned 99% of the average base salary and
98% of the average gross salary of all full-time academic staff.
•
During 2013 17 people whose first language was other than English were recruited externally
to academic positions, making up 27% of all academic staff appointed through external
recruitment. One internal competitive appointment was made from this group (7% of internal
appointments).
•
Seventeen academic staff from different language backgrounds left the University. The
separation rate was similar to that of all academic staff.
Professional/General Staff
•
The proportion of professional/general staff whose first language was other than English
remained the same at 4% of professional/general staff.
•
Staff of racial/ethnic minority background and staff whose first language was other than
English are slightly more concentrated at Level 10 and above.
•
The average base full-time salary for staff whose first language was other than English was
99% of the average base full-time salary of all respondents. These staff earned 97% of
average full-time gross earnings.
•
Nine professional/general staff members whose first language was other than English
separated from the University in 2013. The separation rate for staff in this category was 16%
compared to 12% for all professional/general staff.
•
Six staff members whose first language was other than English were recruited externally,
representing 5% of external appointments to professional/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 3.1% of academic staff and people with a disability requiring
workplace adjustment, 1.3%.
•
There is a slightly higher concentration of staff with disability at level E, probably age related.
19
•
Staff members with a disability requiring workplace adjustment earn 110% of the average
base salary and 108% of the average gross earnings of full-time academic staff.
•
No academic staff members with a disability were recruited in 2013 but three academic staff
members with a disability left the University in 2013.
Professional/General Staff
•
Sixteen professional/general staff have a disability requiring workplace adjustment, one less
than in the previous year.
•
People with disability represent 4.1% of professional/general staff and people with a disability
requiring workplace adjustment, 1.2%.
•
The average base salary of staff with a disability requiring workplace adjustment is 97% of that
of all full-time professional/general staff
•
Five people with disability and one person with a disability requiring workplace adjustment
were recruited to professional/general staff in 2013.
•
Twelve people with disability and four people with a disability requiring workplace adjustment
separated from the University in 2013, having a higher separation rate compared to all staff.
20
APPENDIX
Table 1: Academic Staff by Faculty, Status and Gender (substantive position) at 31 March 2014
Tenure
M
F
Faculty
Deputy Vice-Chancellor (Academic)
Deputy Vice-Chancellor (Research)
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Other
Total
4
85
47
32
135
1
304
1
66
31
78
122
3
301
Contract
M
F
1
19
15
29
16
20
10
4
12
17
26
2
4
92
83
Total
M
1
23
114
67
36
152
3
396
F
16
82
41
90
148
7
384
Contract %
M
F
100%
83%
94%
25%
20%
30%
24%
11%
13%
11%
18%
67%
57%
23%
22%
Total
1
39
196
108
126
300
10
780
Table 2: Academic Staff by Faculty, Level and Gender (substantive position) at 31 March
2014
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
3
4
7
65
49
114
37
28
65
19
54
73
59
92
151
3
4
7
186
231
417
2
1
3
20
15
35
12
6
18
8
15
23
50
25
75
0
11
3
14
4
2
6
5
6
11
19
12
31
2
2
92
64
156
1
1
39
24
63
0
6
9
15
10
13
23
1
5
6
8
8
8
15
23
0
25
50
75
Level D
Level E
1
Total
1
1
12
2
14
8
2
10
13
1
23
16
39
114
82
196
67
41
108
36
90
126
152
148
300
3
7
10
396
384
780
13
4
7
11
16
4
20
54
15
69
Table 3: Academic Staff by Level, Status, Fraction and Gender at 31 March 2014
Level
Level E
Level D
Level C
Level B
Level A
Total
Full-time
M
30
34
86
142
75
297
Tenure
Part-time
F
12
21
58
166
20
277
M
1
2
5
8
F
1
2
1
19
1
24
Contract
Full-time
Part-time
M
12
4
30
14
60
F
2
1
35
21
59
M
11
3
2
9
6
31
F
1
4
11
8
24
Total
Full-Time
Part-time
M
42
34
90
172
19
357
F
14
21
59
201
41
336
M
12
5
2
14
6
39
F
1
3
5
30
9
48
21
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
1
39
196
108
126
300
10
780
1
36
190
107
125
294
9
762
1
23
114
67
36
152
3
396
16
82
41
90
148
7
384
Indigenous
1
2
7
4
14
Ethnicity
Language
Disability
Work/Adjust
5
23
36
14
43
2
123
6
17
39
11
45
1
119
1
7
6
4
6
1
3
3
1
2
24
10
Table 5: Academic Promotion in 2013 by Gender
Academic Level
A-B
B-C
C-D
D-E
Applicants
Male
2
11
5
2
Female
15
3
1
Successful Promotions
Male
Female
1
8
10
3
3
2
Table 6: Professional/General Staff by Level of Position/Employment Status/Gender - as at 31
March 2014
HEW Level
1
2
3
4
5
6
7
8
9
10+
Total
Male
F/T
7
12
35
44
50
79
79
44
21
28
399
Female
P/T
3
4
9
3
5
5
4
2
35
F/T
10
7
43
210
172
137
86
29
18
29
741
P/T
12
11
18
94
42
32
10
3
1
2
225
% Female
68.8%
52.9%
58.1%
86.6%
79.6%
66.8%
53.6%
41.0%
47.5%
52.5%
69.0%
22
Table 7: Professional/General Staff by Division/Level/Gender (substantive position)- as at 31
March 2014
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
Office of Students
Division of Facilities Management
Division of Finance
Division of Human Resources
Division of International Education
Division of Information Technology
Division of Library Services
Division of Marketing
Division of Student Administration
Division of Student Learning
Other
Total
10
10
22
22
2-3
M F
1
1
2
3
1
29
20
3
11
2
3
34
2
4
16
1
2
4
60
79
4-5
M
2
7
1
1
12
3
15
18
1
17
5
3
5
11
1
102
F
10
2
1
20
31
45
25
109
14
10
59
14
4
12
27
21
88
26
518
6-7
M
4
2
7
9
3
3
12
22
16
13
3
44
6
9
2
11
1
167
8-9
M
F
F
4
6
14
9
15
12
17
53
8
18
15
5
18
16
15
17
23
1
3
2
1
2
4
2
11
12
3
1
21
1
1
4
3
1
2
3
6
1
5
7
2
5
1
3
4
6
265
67
51
10 &
above
M F
6
5
2
1
1
2
1
2
2
3
2
2
3
5
2
1
2
1
3
2
1
1
1
2
1
1
3
1
28 31
Total
M
10
4
2
12
17
4
4
34
28
74
78
8
2
84
16
13
13
28
3
434
F
20
11
2
38
43
63
44
142
77
22
140
40
14
36
61
41
110
62
0
966
Table 8: Reclassification of professional/general staff through Job-Evaluation Committee, 2013
Male
Female
Total
Level
3
4
5
6
7
8
9
10
Total
Applications
8
8
16
No-change Upgrade
2
6
5
3
7
9
Job Evaluation Committee
Male
Female
1
1
1
1
3
2
6
Other Reclassification
Male
Female
2
5
3
1
3
1
10
Total
2
6
1
1
4
3
3
20
23
Table 9: Professional/General Staff by Division/Faculty by EEO Group
Division/Faculty
Office of the Vice
Chancellor
Deputy ViceChancellor, Academic
Deputy ViceChancellor, Research
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Office of Students
Division of Facilities
Management
Division of Finance
Division of Human
Resources
Division of
International Ed.
Division of
Information
Technology
Division of Library
Services
Division of Marketing
Division of Student
Administration
Division of Student
Learning
Other
Total
Total
Respondents
Male
Female
Indigenous
Ethnicity
30
30
10
20
1
1
15
15
4
11
2
50
60
67
48
176
105
49
59
67
47
157
104
12
17
4
4
34
28
38
43
63
44
142
77
96
218
93
200
74
78
48
48
16
Language
Disability
Adjustment
2
3
3
2
2
4
4
5
2
12
10
3
7
4
1
3
2
3
6
3
22
140
1
1
4
7
2
6
7
10
2
1
8
40
3
1
2
1
16
2
14
120
117
84
36
5
77
54
75
54
16
13
123
121
90
3
1400
88
3
1347
1
1
3
1
3
1
4
8
9
8
61
41
3
2
5
1
5
3
1
13
110
2
5
4
3
1
28
3
434
62
1
4
5
2
1
966
40
59
54
56
16
24