Annual Report:
Staff Equity and Diversity
Activities and Achievements in 2014
Integration of equity principles in University planning
The alignment of University plans has been a key feature of the current 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 strategy includes a commitment “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. To embed equity principles in to the
University culture Equity, Indigenous Employment and Disability Plans need to be integrated into
business and operational planning at the Faculty and Divisional level. This report includes qualitative
information from these areas on their strategies and actions undertaken in 2014 (March end 2014 to
1
March end 2015) to achieve the goals of the strategy . These goals are reported as progress against
key performance indicators set for 2012-2015.
A report outlining the KPI Results for the Employment and Equity Plan for the end of the current cycle
2012-2015 will be provided in December 2015.
As this is the end of the planning cycle, the Employment Equity Plan, Indigenous Employment
Strategy, and Disability Action Plan will all be ‘refreshed’ in 2015 as part of the CSU Strategy Reload
(2015-2017).
Support for women in senior positions and non traditional
occupations
Increasing the representation of women in senior positions was a key objective of the Employment
Equity Plan 2012-2015. The proportion of women in senior management positions (Level 10 and
above) improved significantly from 2012 to 2015, increasing from 41% to 52%.
In 2014 Women were well represented in key leadership positions including one of three Deputy Vice
Chancellors, three Pro-Vice-Chancellors, three of four Executive Deans, and two of seven Executive
Directors.
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, where the number has fallen
below the 2012 level. Refer to Table 1. below.
1
Note: reports were obtained from 98% of areas.
Page 1 of 24
TABLE 1 Progress on key performance indicators on women’s employment
All staff
CSU 31 March
2012
CSU 31 March
2015
Performance
Indicator 2015
Women as a percentage of:

Tenured academic staff
47%
51%
50%

Academic staff at Level C
32%
44%
40%
Academic staff at Levels
D&E
Proportion of academic women
holding doctoral qualifications
31%
29%
35%
50%
49%
60%
Women as a percentage of
professional/general staff at Level
10 and above
41%
52%
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, including the Senior
Women’s Forum and the Leadership for Women Steering Committee. Contributing to the strategy to
support women in leadership, a conference for Women in Leadership was held in 2014, whereby 80
female staff attended. The inaugural entry level Introduction to Leadership for Women Program was
also approved in late 2014 and commenced in May 2015 with 25 women participating (10 academic
and 15 professional staff).
Members of the Senior Women’s Forum continued to act as mentors for women at CSU and on the
Introduction to Leadership for Women Program as do many senior male staff.
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 2014 to support
career progression for female staff, some of which included:



Faculties are reviewing opportunities for staff to complete their doctorate work via allowing them
to be relieved from some or all of their teaching or administrative duties for a session to aid in the
completion;
The Faculty of Arts encouraged the mentoring of staff towards enrolment of female academics
into the Graduate Certificate in University Leadership and Management degree qualification;
The Faculty of Business was committed to increasing the representation of women in senior and
leadership positions in 2014. The Faculty has used the Academic Employee Development and
Review Scheme to identify high performing female staff members who are eligible for promotion
and encouraged them to make applications for promotion, Special Studies Program Leave and
research opportunities. The Faculty employed an Indigenous female senior lecturer;
Page 2 of 24











The Faculty of Science has supported seven (7) women to participate in the Introduction to
Leadership for Women and the Dean is investigating the establishment of an Athena SWAN
Charter for the University;
The Faculty of Education utilised the Academic Employee Development and Review Scheme to
identify female staff members eligible for promotion in 2015 and is encouraging them to make
applications;
The Division of Human Resources supported one female Indigenous staff member to undertake
the GCULM during 2014 whereby they successfully graduated in December 2014;
The Division of Marketing and Communication Executive Director is the Chair of the Leadership
for Women Committee; acting, secondment and mentoring opportunities are made available to
women;
The Division of Student Administration has 50% of women in senior leadership and 3% of staff (all
females) experienced higher duty activities;
The Division of Student Learning appointed two new female Directors;
The Division of Information Technology increased the number of female managers from 2 to 3
(25% of managers);
The Office for Students restructured in 2014 and works closely with HR to adopt recruitment
approaches that are inclusive and that provide opportunities for under-represented groups to take
on leadership positions, resulting in three (100%) female executive (one Indigenous) and three
(100%) female Level 9 staff;
The Division of Library Services Executive Director convenes the Senior Women’s Forum;
The Office of Academic Governance actively supports women to secondment to other positions
within CSU, to develop transition to more senior roles;
The Research Office and Office of DVC (Research) had 100% female senior leadership.
Indigenous employment
The University has an Indigenous Employment Coordinator who coordinates Indigenous recruitment
under the Indigenous Employment Strategy 2012-2015. The number of Indigenous staff employed at
the University increased by three to 56 between the March 2012 and March 2015 snapshots. While
some progress has been made, the University has not yet met its goal of 3%. Indigenous staff
members currently represent 2.7% 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
2015
Performance
Indicator 2015
1.6% (n=12)
3.0% (n=41)
2.5% (n=53)
1.9% (n=14)
3.2% (n=42)
2.7% (n=56)
2.0%
3.0%
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 35% academic workload. In 2014 a fifth
Indigenous Academic Fellow was appointed as part of a University funded program to support
Indigenous graduates into an academic role. A two day workshop on the nature of Indigenous
research and the relationship between supervisor and Indigenous researcher was provided for the
Indigenous Fellows and their supervisors.
Page 3 of 24
The School of Teacher Education Indigenous Academic Fellow was supported to undertake an
overseas role as an international placement leader as part of their professional development.
Additionally an Indigenous Academic Fellow also won a NAIDOC award for their teaching and
research.
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 Arts is seeking to encourage more Indigenous applicants to fill 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;
 The Faculty of Marketing and Communication continue to encourage Indigenous staff members to
attend external conferences, cultural events such as the Indigenous Annual Conference and the
sharing of their culture and knowledge with other staff members;
 The Faculty of Business is investigating the possibility of Indigenous Traineeships or Cadetships
in the Indigenous Employment Incentive Scheme;
 The Office of the Vice-Chancellor appointed a Pro-Vice Chancellor Indigenous Education who is
an ex-officio member of the Planning and Strategy group; and
 The Faculty of Education seeks to appoint up to one Indigenous Academic Fellow each year for
the next four years through the Indigenous Academic Fellows program;
 The Institute for Land, Water and Society DVC-Research has recruited and supported and
indigenous PhD candidate;
 The Office of Academic Governance is looking into Indigenous traineeships in 2015 and beyond;
 The Division of Human Resources supported one Indigenous staff member to undertake the
GCULM during 2014, whereby they successfully graduated in December 2014.
The University approved funding for four Indigenous cadetships to be appointed in each faculty for
2015. To date, one appointment has been made to the Faculty of Arts within the School of
Communication and Creative Industries to commence in March 2015. The student is in their second
year of study at the Bathurst campus. The cadetship will take place during sessions and session
breaks in 2015 and 2016 whereby the cadetship will conclude in October 2016. It is anticipated that
more cadets will commence during 2015 with modified hours, or at the start of 2016 with the initial
funding.
Two Indigenous trainees successfully completed their traineeships in 2014 and two additional trainees
continued their training through the year. The Division of Information Technology has provided the
continuation of an Indigenous Trainee position in Dubbo and the Division of Library Services also
provided the continuation of an Indigenous Trainee position.
Two appointments of Indigenous staff were made under the University’s Indigenous Employment
Incentive Scheme in 2014. One appointment was made within the Faculty of Science in the School of
Midwifery and Indigenous Health at the Wagga Wagga Campus. The second appointment is within
the Division of Library Services in the Business Services division at Wagga Wagga campus.
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 a targeted position where recruitment may revert to the wider
community.
The Office for Students (OfS) has the highest number of Indigenous positions with 12 fixed term and
5 continuing Indigenous staff representing 11.4% of the OfS workforce. The restructure of the Office
for Students commencing 30 June 2014 increased the number of targeted Indigenous positions
across the portfolio to seventeen (17) permanent positions.
Page 4 of 24
A high proportion of Indigenous staff is engaged in further study. In 2014 12 Professional/General
Indigenous staff members were engaged in further study, whereby one withdrew from study, four
completed studies and seven are continuing with studies in 2015. Nine Academic Indigenous Staff
members were engaged in study during 2014, inclusive of the five Indigenous Academic Fellows. The
Indigenous Staff Study Support Scheme was accessed by two staff members in 2014. In total, 21
Indigenous staff engaged in study during 2014 with varied skill sets from Cert IV to Postgraduate
studies.
The University is continuing to roll out Indigenous cultural competency training for staff. In 2014 150
staff members undertook the training, including all members of the Senior Executive Committee.
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 the Graduate Certificate Wiradjuri Language. The Graduate Certificate in Wiradjuri Language and
Cultural Heritage commenced in 2014 with an initial intake of 19 students (including students and
staff).
Support for staff members with disability
The number of staff members with disability and staff members with disability requiring workplace
adjustment decreased by 5 between the March 2012 and March 2015 snapshots. The University has
not yet met its goal of increasing the representation of staff members with a disability requiring
workplace adjustment to 3% of all staff. A total of 22 workplace adjustments, the majority only
temporary, were undertaken during the period.
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
2015
3.3% (n=25)
4.2% (n=57)
3.9% (n=82)
2.7% (n=20)
4.2% (n=56)
3.7%(n=76)
1.3% (n=10)
1.3% (n=17)
1.3% (n=27)
0.9% (n=7)
1.1% (n=15)
1.1%(n=22)
Performance
Indicator 2015
3%
Staff with disability were surveyed as part of a review of support for staff and students with disabilities
to inform the development of the Disability Action Plan. As a result a new Disability Action Plan was
drafted in early 2015 including a section on employment strategies.
The Disability and Work/Study Adjustment Policy and the Procedure on Workplace Adjustment were
amended to take account of staff feedback provided through the survey undertaken earlier in the year.
The University continued to provide central funding to support workplace adjustments for staff with
disability and the Division of Human Resources initiated Workplace Adjustment Plans for
approximately ten (10) staff.
Page 5 of 24
Faculties and Divisions also took advantage of Mental Health First Aid training offered to increase
staff capability around mental health issues.
The Division of Facilities Management has ensured that all new buildings have been constructed in
accordance with disability access standards in combination with commissioning several studies into
disability access and is looking into developing preferred access routes and entry points for all
buildings and campuses to be displayed on FM Central by the end of 2016.
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 Division of Student Administration adjusted work arrangements, physical space and/or
access to disabled parking for 4% of staff in support of their physical or physiological disabilities
on either a short term or long term basis;
The School of Policing Studies is trialling an administration officer who is hearing impaired with a
view to offering part-time fixed term employment should CSU be successful with the NSW Police
contract;
The School of Teacher Education has implemented an Enabling University strategy to support
staff (and students) with disabilities. This has created an environment where disability and mental
health issues are openly discussed which has allowed the quick and respectful return of staff to
work after major issues have emerged;
Head of School of Teacher Education, Professor Tara Brabazon has published a book Enabling
University: Impairment, (Dis)ability and Social Justice in Higher Education (Springer, 2015) which
uses interdisciplinary research to provide guidance and strategies for making universities open,
accessible and socially just for staff and students with disabilities;
The Institute for Land, Water and Society DVC-Research has recruited and supported a
candidate whereby a change in supervisor was needed to accommodate the candidate;
Division of Library Services supports several staff members who are suffering from disability
including mental illness. In these cases, substantive changes to working hours, tasks and
responsibilities have been implemented in order to provide maximum support. Flexibility for
work/life balance is openly discussed with them by supervisors.
Strategies to increase ethnic diversity
The number of culturally and linguistically diverse staff (first language is other than English) increased
by 4 between the 2012 and 2015 snapshots. The University has not yet met its goal of increasing the
representation of culturally and linguistically diverse staff to 10% of all staff.
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
2015
Performance
Indicator 2015
15.0% (n=113)
4.4% (n=59)
8.2% (n=172)
16.7% (n=124)
4.2% (n=55)
8.7%(n=176)
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.
Page 6 of 24
Most faculties have reported undertaking international recruitment activities and increasing the
number of staff from culturally and linguistically diverse backgrounds in 2014. Some important
examples:
 The Faculty of Arts in the Centre for Islamic Studies and Civilisation has dramatically increased
the number of staff from culturally and linguistically diverse backgrounds;
 Within the Division of Facilities Management two refugees are currently casually employed in the
Gardening team in the grounds at Wagga Wagga;
 In the Division of International and Education Partnerships recruitment of the new Manager of
Marketing and Recruitment (International & VET), an Indigenous French speaker, has proved
invaluable to the Division;
 In the Faculty of Business strong support for cultural and linguistic diversity continues to be
evident in its staff profile (21.8%) and in its recruitment, career progression and general support
schemes for its staff;
 The Division of Library Services has increased its number of culturally and linguistically diverse
staff and currently support 3 staff within this cohort to engage in higher duties appointments;
 The School of Teacher Education has provided career progression for staff with diverse
backgrounds, for example a Chinese-Australian as the Course Director for the Masters of TESOL
has his research strongly supported and a clear research and teaching leadership trajectory has
been constructed; and support for leadership for women with English as a second language:
SoTE’s Associate Head of School is a woman with English as a Second Language.
Strategies supporting an inclusive and non-discriminatory work
environment
In 2013 the University conducted the fourth 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. Action plans continued to be implemented in 2014 to 2015.
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. In collaboration with the Faculties and Divisions, the Division of Human
Resources continues to run this program across the University on request with over 100 staff
participating from the Office for Students in 2014.
The University held the second Wellness and Wellbeing Conference and Expo in 2014. The expo
offered staff and students the opportunity to access local service providers and attend information
sessions on relevant health related topics to enable individuals to make better decisions about health
behaviours leading to better general health and wellness. A total of 942 staff representing 41.3% of
staff attended in 2014.
During 2014 web based information focusing on disability and on sexual and gender diversity was
developed and made accessible to staff. The Office for Students in partnership with Division of
Human Resources facilitated the introduction of the Ally program to support a culture inclusive of
sexual and gender diversity. The patron, the Vice Chancellor, strongly endorsed the program
encouraging staff and students to be involved. 153 staff and students attended training to become
part of a University Ally network. This was Student Services and Amenities Fee (SSAF) funded. The
Ally Program seeks to build a culture of affirmation and inclusion through raising awareness of the
experiences of staff and students who are Lesbian Gay Bi-sexual Transgender or Intersex (LGBTI).
The network of Allies publically supports the rights of LGBTI people in the CSU community. More
training is planned for 2015.
Page 7 of 24
Work/life balance
In 2014 a new childcare facility was completed and opened on the Albury Wodonga campus.
During the year staff members continued to access a range of flexible work arrangements provided by
the University, including flexitime, change of work fraction, purchase 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, jobs 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:





Within the Division of Marketing and Communication Prospective Student Adviser activities have
been reviewed with a focus on reducing travel time and time away from family to targeted
recruitment activities and project development work;
The Division of Student Administration has adjusted physical spaces at Dubbo and Albury
Wodonga campuses to address after hour staff security concerns;
The Division of Library Services ran a series of activities for the Collection Services Team
Leaders to increase capacity as leaders including training and conversation surrounding bullying
and harassment in the workplace;
Both the Faculty of Education and the Faculty of Science ensure meetings are not held at a time
or manner that inconveniences parents who are required to drop off and pick up children;
The Office of Academic Governance has continued to provide flexible work arrangements for all
staff, including use of technology to expand distributed work options.
Changes to the Staff Profile in 2014
EEO Survey Respondents, March 2015
To measure progress in the reporting year snapshot data are collected on 31 March of the following
year so the snapshot for 2014 is 31 March 2015. 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.
Page 8 of 24
TABLE 5 Actual and respondent numbers by gender and classification
Actual staff
Respondents
Response rate
Male
Female
All
All
%
Academic
386
375
761
741
97
Prof/Gener
al
420
945
1,365
1,323
97
Total
806
1320
2126
2064
97
Valid responses to the EEO questionnaire were returned by 97% of staff as at the 31 March 2015
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
1.9
120
16.2
124
16.7
20
2.7
7
0.9
Prof/General
42
3.2
57
4.3
55
4.2
56
4.2
15
1.1
Total
54
2.7
177
8.6
179
8.6
76
3.7
22
1.1
Performance
Indicator 2015
3.0
10.0
3.0
Between 31 March 2014 and 31 March 2015 the number of Indigenous staff increased by 2.
Indigenous staff members represent 2.7% of all staff respondents. The proportion of staff whose first
language was not English increased slightly due to academic appointments. The proportion of staff
members who have a disability requiring workplace adjustment decreased very slightly.
Page 9 of 24
TABLE 7 Percent of EEO respondents by Faculty (academic staff)
Indigenous Staff
%
Faculty
Racial
/ethnic
minorities
%
First
language
not English
%
People
with
disability
%
Disability/
work
adjustment
%
Arts
0.5
13.0
10.3
4.3
1.6
Business
1.0
32
38
4.0
1.0
Education
6.5
12.1
10.3
1.7
0
Science
1.6
14.6
15.2
1.3
0.7
All academic staff
1.9
16.2
16.7
2.7
0.9
TABLE
8
Division
Office of the VC
Percent
of
EEO
respondents
(professional/general staff)
Indigenous
Racial
First
Staff
/ethnic
language
minorities
not English
%
%
%
2.8
2.8
0
by
Division/Faculty
People
with
disability
%
Disability/
work
adjustment
%
5.7
0
DVC Academic
6.2
0
0
0
0
DVC Research
0
5.9
3.9
3.9
2.0
15.9
3.5
4.4
3.5
0.9
Facilities Management
0
4.6
2.3
5.8
1.2
Finance
0
2.1
2.1
5.2
0.5
Human Resources
5.0
0
0
2.5
2.5
International Education
4.3
8.6
4.3
0
0
Information
Technology
2.6
8.8
10.6
6.2
4.4
Library Services
2.9
7.2
8.7
4.3
0
Marketing &
Communication
3.6
1.8
0
1.8
0
Student Administration
1.7
5.0
3.4
2.5
0.8
Student Learning
2.1
4.3
5.4
4.3
1.1
Faculty Arts
3.4
1.7
3.4
6.8
1.7
Faculty Business
0
3.3
6.5
3.3
0
Faculty Education
10.2
0
0
7.7
0
Faculty Science
1.3
6.6
5.3
3.3
1.3
All professional
/general staff
3.2
4.3
4.2
4.2
1.1
Office for Students
Page 10 of 24
Women
FIGURE 1 Representation of women on major University committees
Council
Senior Executive Committee
Planning &Strategy Group
Vice-Chancellor's Forum
Information & Learning Systems C'tee
University Course Planning C'tee
Professorial Promotion C'tee
Academic Promotion C'tee
Equity & Diversity C'tee
University Safety & Health M'gt C'tee
Academic Senate
Curriculum Learning & Teaching C'tee
Research Advisory C'tee
Workplace Learning Excellence C'tee
Faculty Boards (total)
Arts
Business
Education
2012
2014
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 to 53% in 2014. 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 the committees listed above has
increased since 2012. In 2014 seven (7) of the eighteen (18) major committees were chaired by
women.
Page 11 of 24
FIGURE 2 Women in leadership positions
2012
Managers HEW 10+
Professoriate
Heads of School
Executive Deans
2014
Executive Management
80%
70%
60%
50%
40%
30%
20%
10%
0%
The proportion of women in leadership positions has generally risen over the last 5 years. From
2013, for the first time women were 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 three 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 (see Figures 3, 4 & 5, Table 9. below)

The proportion of women on academic staff remained at 49% in 2014/15

Women are more heavily concentrated at the mid to lower end of the academic scale. Seventy
one (71%) percent of female academic staff are located at level B or below compared with 53%
of male academic staff. However, the proportion of women who are at Level B or below
decreased by 2% in 2014/15.

In 2014/15 the proportion of women among Level C staff increased by 3% to 44%, while the
proportion of women in the professoriate decreased very slightly (29%). Ten percent of female
academic staff are employed at Level D or above compared with 24% of male academic staff

In 2014, three of four Executive Deans were women and 5 of 20 Heads of School.

The pay equity gap for academic staff has decreased slightly over the past year. As at March
2015 the average base full-time salary of female academic staff was 91% of that of male
academic staff (compared with 89% in March 2014). Their average gross full-time earnings
were also 91% of the average full-time gross earnings of male academic staff.

Women are proportionately represented among continuing academic staff. They comprise
nearly 51% of continuing staff. The representation of women among continuing academic
positions increased by 1% in 2014 while representation among contract staff decreased from
48% to 43%. The proportion of all academic staff in fixed term positions decreased to 20%.

Fourteen percent of female academic staff work part-time compared with 12% of males.
Women account for 53% of part-time academic staff. However, once professorial staff are
Page 12 of 24
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 (60%).

In 2014 women made up 67% of external academic staff appointed and 59% of internal
academic staff appointed at a higher level through competitive selection. Women accounted
for 67% of all competitive academic appointments in 2014. Women accounted for 3 of 4
appointments to professorial levels.

Sixty two percent (62%) of all academic appointments in 2014 were direct appointments.
Women made up 60% of these.

Eight female academic staff members were promoted in 2014 (of 18 promotions) – one to
Lecturer (Level B), six to Senior Lecturer (Level C) and one to Associate Professor (Level D).

There was little difference in the separation rate for male and female academic staff in 2014
(14% and 15% respectively). Women accounted for 41% of academic staff members who
resigned in 2014.
FIGURE 3 Representation of women within academic levels (substantive position)
80%
70%
60%
Mar-11
50%
Mar-12
40%
Mar-13
30%
Mar-14
Mar-15
20%
10%
0%
Level A
Level B
Level C
Level D
Level E
Page 13 of 24
FIGURE 4 Distribution of males and females across academic levels (substantive
position)
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
D&E
Females as a
% of
continuing
academic
staff
%
%
Arts
43
44
%
49
Business
39
47
39
9
42
Education
75
72
74
75
75
Science.
49
57
34
30
49
All acad. Staff
49
54
44
29
51
40
35
50
Performance
Indicator,
2015
22
%
46
Note: Some academic staff members are employed outside the Faculties.
Page 14 of 24
FIGURE 5 Distribution of male and female part time academic staff across levels
60%
50%
40%
Male
30%
Female
20%
10%
0%
Level A
Level B
Level C
Level D
Level E
Professional/General Staff (see Figures 6, 7 & 8 below)

Women are a majority (69 %) of the professional/general staff. They comprise 65% of full-time
professional/general staff and 88% of fractional staff. Twenty three percent of female staff
members are in fractional positions. The number of staff members above HEW Level 8 who
work part time has increased from 3 to 9, for the first time including 3 staff members at Level 10
and above. The number of staff in the occupation category ‘Managers and Administrators’
working part-time has increased to 17 (of 193 staff).

Women are over-represented at the lower end of the HEW salary scale. Sixty one percent
(61%) of women are at Level 5 or below compared with 37% of men. The proportion of women
in senior management positions (HEW 10 and above) is currently 52%.

Of 17 competitive appointments made in 2014 at HEW Level 8 and above, 7 went to women.
Five male and three female staff members were recruited or achieved internal appointment at
HEW Level 10 or above.

Eight of the 9 staff members who were reclassified at a higher level in 2014 were female.

Women were slightly less likely to exit from the University than men in 2014 (14% and 16%
respectively).

The pay equity gap for female professional/general staff has remained largely unchanged. As
at the 31 March 2015 the average base full-time salary for female professional/general staff
was 85% of the base full-time salary of male staff (compared with 84% in March 2012).
Average gross earnings for female professional/general staff were 84% 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 (24%). 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.
Page 15 of 24
FIGURE 6 Representation of women within HEW levels (substantive position)
90%
80%
70%
60%
Mar-11
50%
Mar-12
40%
Mar-13
30%
Mar-14
20%
Mar-15
10%
0%
Levels Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9
1&2
Level
10+
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+
Page 16 of 24
FIGURE 8 Distribution of male and female part time professional/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+
Aboriginal and Torres Strait Islander People
Academic Staff

The number of Indigenous Australian academic staff remained at 14 in 2014/15 (one
Indigenous academic staff member left the University and one was recruited).

Indigenous staff members represent 1.9% of academic staff.

Eight Indigenous academic staff members are employed in continuing positions.

Indigenous academic staff members earn 88% of the average full-time base salary and 88% of
the average full-time gross salary of all academic staff.
Figure 9 Number of Aboriginal and Torres Strait Islander staff at each academic level.
8
7
6
Mar-11
5
Mar-12
4
Mar-13
3
Mar-14
2
Mar-15
1
0
Level A
Level B
Level C
Level D
Level E
Page 17 of 24
Professional/General Staff (See Figure 10 & 11 below)

The number of Indigenous Australian professional/general staff in continuing or fixed-term
positions increased by 2 to 42 during 2014/15.

Indigenous staff members represent 3.2% of professional/general staff.

As was the case in 2013, 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 members who are in continuing
positions increased to 74% during 2014/15 - additional 4 staff members were employed on a
continuing basis.

Thirteen Indigenous staff members were recruited to the professional/general staff in 2014 with
appointments ranging from Level 3 to Level 10.

Eleven Indigenous staff members left the University in 2014, five due to the end of a fixed term
contract. The separation rate was 30% compared with 15% for all staff.
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
Mar-15
8
6
4
2
0
Levels Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level
1&2
10+
Page 18 of 24
Figure 11 Representation of Aboriginal and Torres Strait Islander staff within levels.
8.0%
7.0%
6.0%
5.0%
Mar-15
4.0%
Mar-14
3.0%
2.0%
1.0%
0.0%
Levels Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level
1&2
10+
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% and 17% of academic staff respectively.

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
2014, one to Level B, four to Level C and two to Level D.

Academic staff whose first language was other than English earned 100% of the average base
salary and 100% of the average gross earnings of all full-time academic staff.

During 2014 nine 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 (17% of
internal appointments).

Fourteen academic staff from different language backgrounds left the University.
separation rate was similar to that of all academic staff.
The
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.
Page 19 of 24

The average base full-time salary and average gross full-time earnings for staff whose first
language was other than English was 102% of that of all respondents.

Eighteen professional/general staff members whose first language was other than English
separated from the University in 2014. The separation rate for staff in this category was 29%
compared to 15% for all professional/general staff.

Six staff members whose first language was other than English were recruited externally,
representing 6% 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 2.7% of academic staff and people with disability requiring
workplace adjustment, 0.9%.

There is a slightly higher concentration of staff with disability at level E, probably age related.

Staff members with disability requiring workplace adjustment earn 112% of the average base
salary and 111% of the average gross earnings of full-time academic staff.

Three academic staff members with disability were recruited in 2014 and five academic staff
members with disability left the University in 2014.
Professional/General Staff

Fifteen professional/general staff have a disability requiring workplace adjustment, one less
than in the previous year.

People with disability represent 4.2% of professional/general staff and people with disability
requiring workplace adjustment, 1.1%.

The average base full-time salary of staff with disability requiring workplace adjustment is 96%
of that of all full-time professional/general staff

Three people with disability and one person with disability requiring workplace adjustment were
recruited to professional/general staff in 2014.

Eight people with disability and one person with disability requiring workplace adjustment
separated from the University in 2014.
Page 20 of 24
APPENDIX
Table 1: Academic Staff by Faculty, Status and Gender (substantive position) at 31
March 2015
Tenure
M
F
Faculty
Deputy Vice-Chancellor
(Research)
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Other
Total
5
80
48
22
140
2
297
1
69
35
67
133
3
308
Contract
M
F
22
27
15
5
19
1
89
Total
14
12
5
14
18
4
67
M
F
27
107
63
27
159
3
386
15
81
40
81
151
7
375
Contract %
M
F
81%
25%
24%
19%
12%
33%
23%
93%
15%
13%
17%
12%
57%
18%
Total
42
188
103
108
310
10
761
Table 2: Academic Staff by Faculty, Level and Gender (substantive position) at
31 March 2015
Faculty
Deputy Vice-Chancellor
(Academic)
Deputy Vice-Chancellor
(Research)
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Other
Total CSU
Gender
Level A
M
F
Total
0
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
Level B
Level C
8
8
5
20
25
5
4
9
62
48
110
30
27
57
17
44
61
66
89
155
2
02
24
52
76
2
2
180
214
394
2
2
4
18
17
35
11
7
18
6
17
23
51
26
77
2
2
4
90
71
161
7
7
14
9
11
20
3
4
7
Level D
0
10
3
13
6
2
8
3
4
7
18
13
31
1
1
37
23
60
Level E
Total
13
2
15
8
2
10
13
27
15
42
107
81
188
63
40
103
27
81
108
159
151
310
3
7
10
386
375
761
13
1
8
9
19
3
22
1
1
55
15
70
Page 21 of 24
Table 3: Academic Staff by Level, Status, Fraction and Gender at 31 March 2015
Full-time
Tenure
Part-time
Contract
Full-time
Part-time
Full-Time
Total
Part-time
Level
Level E
Level D
Level C
Level B
Level A
Total
M
31
33
80
139
3
286
F
12
20
60
167
24
283
M
2
2
1
6
11
F
1
2
2
18
2
25
M
12
F
1
2
24
16
54
2
18
18
39
M
10
2
7
11
5
35
F
1
1
7
11
8
28
M
43
33
82
163
19
340
F
13
20
62
185
41
322
M
12
4
8
17
5
46
F
2
3
9
29
10
53
Table 4: Academic Staff by Faculty/Division by EEO Group
Division
/Faculty
Deputy ViceChancellor,
Research
Faculty of Arts
Faculty of
Business
Faculty of
Education
Faculty of
Science
Other
Total
Total
Response
Male
Female
Indigenous
Ethnicity
Language
Disability
Work/
Adjust
42
188
39
184
27
107
15
81
1
5
24
8
19
2
8
1
3
103
100
63
40
1
32
38
4
1
108
107
27
81
7
13
11
2
310
10
761
302
8
740
159
3
386
151
7
375
5
44
2
120
46
2
124
4
2
20
7
14
Table 5: Academic Promotion in 2014 by Gender
Academic Level
A-B
9B-C
C-D
D-E
Applicants
Male
1
4
4
3
Female
1
10
2
1
Successful Promotions
Male
Female
1
1
2
6
2
1
3
Page 22 of 24
Table 6: Professional/General Staff by Level of Position/Employment Status/
Gender - as at 31 March 2015
HEW Level
1
2
3
4
5
6
7
8
9
10+
Total
F/T
6
11
29
38
52
86
69
46
22
30
389
Male
P/T
3
2
7
3
4
4
6
1
Female
F/T
P/T
8
11
6
12
40
11
196
85
167
45
146
36
84
12
25
3
22
2
31
2
725
219
1
31
% Female
67.9%
58.1%
58.6%
87.3%
79.1%
66.9%
53.6%
37.3%
52.2%
51.6%
69.2%
Table 7: Professional/General Staff by Division/Level/Gender (substantive position)- as at
31 March 2015
Level
Division
1&
below
M F
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 for Students
Division of Facilities
Management
1
Division of Finance
Division of Human Resources
Division of International
Education
Division of Information
Technology
Division of Library Services
Division of Marketing &
Communication
Division of Student
Administration
Division of Student Learning
Other
9
Total
9
1
8
2-3
M
F
1
M
F
13
M
4
F
6
3
1
1
7
7
9
3
1
12
24
16
8
16
11
17
59
2
2
1
2
11
2
7
5
25
3
15
7
15
7
16
31
17
1
55
12
15
2
22
12
1
1
6
11
16
8
8
24
43
6
16
15
3
22
8
4
12
88
27
1
97
493
4
1
49
69
8
M
2
M
11
F
24
2
1
1
1
3
1
13
3
2
3
1
1
4
2
2
2
3
3
13
15
3
1
30
35
39
46
59
38
132
80
70
18
2
2
72
7
133
34
1
2
21
2
1
86
16
31
54
3
13
44
2
1
1
2
12
30
108
64
3
3
1
3
3
420
944
F
2
1
3
2
5
1
1
1
1
2
Total
10 &
above
M F
5
4
8-9
1
2
3
5
6-7
18
35
40
22
97
14
2
1
9
4-5
7
1
4
5
8
4
2
1
2
4
4
18
2
1
3
12
15
25
3
3
4
6
1
165
278
6
9
6
3
52
3
Page 23 of 24
Table 8: Reclassification of professional/general staff through Job-Evaluation
Committee, 2013
Applications
2
11
13
Male
24 Female
Total
Level
No-change Upgrade
1
1
3
8
4
9
Job Evaluation Committee
Male
Female
3
4
5
6
7
8
9
10
Total
1
1
Other Reclassification
Male
Female
Total
3
2
4
2
1
2
1
2
8
9
Table 9: Professional/General Staff by Division/Faculty by EEO Group
Division/Faculty
Office of the Vice
Chancellor
Deputy Vice-Chancellor,
Academic
Deputy Vice-Chancellor,
Research
Faculty of Arts
Faculty of Business
Faculty of Education
Faculty of Science
Office for 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 &
Communication
Division of Student
Administration
Division of Student
Learning
Other
Total
Total
Respondents
Male
Female
Indigenous
Ethnicity
35
35
11
24
1
1
16
16
3
13
1
52
61
62
39
162
115
51
59
61
39
152
113
13
15
3
1
30
35
39
46
59
38
132
80
88
205
86
191
70
72
18
133
41
40
7
34
2
23
23
2
21
1
2
1
117
113
86
31
3
10
70
69
16
54
2
5
57
55
13
44
2
1
120
119
12
108
2
6
4
3
1
94
3
1364
93
3
1322
30
3
420
64
2
4
5
4
1
944
42
57
55
56
15
2
4
2
18
Language
Disability
Adjustment
2
3
1
2
2
2
4
1
1
8
5
2
4
2
3
5
4
10
4
4
4
2
4
5
10
1
1
1
1
12
7
5
6
3
2
1
1
Page 24 of 24