Deakin's equity performance

Student equity

Deakin University's 2010 Student Equity Report found that:

• Over the 2007-2009 period, Deakin University access and participation rates for low socio-economic status (SES) students under 25 have been at their highest point since 2005. Participation and retention rates of low SES students of all ages exceed state benchmarks. However, in light of the Federal Government's Higher Education Participation and Partnerships Program (HEPPP), continual improvement is needed to maintain and grow against state and national benchmarks.

• Deakin University performs significantly above in all but one equity benchmark for regional students, and has done so since 2005. Access, participation, retention and attainment rates for regional students indicate that Deakin expertly services the needs of regional Victoria, and Australia.

• Access rates for students with disability have risen consistently since 2005. Significant improvement has also been made in success, participation and attainment rates since 2007. Deakin University is committed to working to better meet the state and national benchmarks.

• Access and participation rates amongst Indigenous students at Deakin are significantly above state and national benchmarks. Through the Institute of Koorie Education (IKE), Deakin University is committed to embedding Indigenous perspectives in the curriculum and ensuring Indigenous students are supported in succeeding in higher education.

• The Deakin Engagement and Access Program (DEAP) involves partnerships between the University and regional, low SES and under-represented secondary schools in Melbourne, Geelong and the Western District of Victoria.

Staff equity

Employer of Choice for Women 2011

For the sixth consecutive year, the Australian Government's Equal Opportunity for Women in the Workplace Agency (EOWA) has awarded Deakin University an 'Employer of Choice for Women' citation.

This is a significant achievement for the University as it recognises our sustained efforts to improve employment outcomes for women.

Results in the 2010 EOCFW application indicated improvements on a number of key indicators. These include:

• An increase in the number of women in senior positions from 2009;

• In 2010, there were 81 (35%) women at the level of Associate Professor or above compared with 75 (35%) in 2009. The sector average was 25% in 2008.

• In 2010, there were 57 (50%) women at the level of HEW 10 or above, compared to 45 (51%) in 2009. The sector average was 44% in 2008.

• A comprehensive review of the equity and diversity policy suite in 2010;

• An increase in participation of staff in development and EEO training programs;

• A better analysis and understanding of the pay gap between men and women; and

• The continued support of the Academic Women Aspiring to Leadership Program, which is in its 11th year.

The University has established a central maternity leave fund. This change means that maternity leave payments are now made from central allocations instead of the employee’s organisational area.

2010 Vice-Chancellor's Award for Outstanding Contribution to 'Equity and Access'

Alan Marshall: Faculty of Arts and Education, School of Education

Mr. Alan Marshall’s contributions to equity and access are inestimable and realize Deakin’s mission to be a catalyst for positive change within the community the university serves. Specifically, since 2004, Mr. Marshall continues to place and carefully guide Deakin pre-service teachers within underserved communities throughout the Northern Territory region, many of them remote Aboriginal towns. As such, Alan has provided extraordinary attention to the process pre-service teachers grapple with as they work in cultural environments that differ significantly from their own.

In his guidance, Alan advises pre-service teachers by way of extensive dialogue and modelling, thereby enabling pre-service teachers to face their own assumptions about communities of colour and their members. While this guided process encourages effective teaching-learning exchanges between students and pre-service teachers on practicum, it also provides invaluable training and preparation to pre-service teachers who will work within the multicultural schools that typify Melbourne and much of Australia. As such, Alan’s work encourages pre-service-teachers to more fully understand issues around equity and access, and enables future teachers to recognize the impact of these issues on Australia as a democratic society.