Garry Marchant, Charles Sturt University - A diverse national and international student body

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Office of the Deputy Vice-Chancellor (Academic)

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Professor Garry Marchant

For Social Inclusion Conference,

Sydney, December 2013

A diverse national and international

student body – enhancing and

broadening the aspirations of university

and inland communities


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• In pursuing a goal of widening participation and diversifying the

student body what are the challenges to making sure that once the

students are in the university they remain actively supported and

engaged with the broader university and regional communities?

• Impact of geographical location and the makeup of the inland

communities it also serves on acceptance of diversity and therefore

on the university's inclusion strategies

• Key elements of social inclusion embedded within CSU's

governance, planning and strategy across operations?

TOPIC


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SOCIAL INCLUSION

“Education and training are vital factors in providing opportunities

for people from disadvantaged groups.”

JS Dawkins

Minister for Employment, Education and Training

February 1990

Learn Work Engage Have a voice


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DISADVANTAGED GROUPS

- People from Socio-Economically Disadvantaged Backgrounds

- Aboriginal and Torres Strait Islander People

- Women (particularly in non-traditional courses)

- People from Non-English Speaking Backgrounds

- People with Disabilities

- People from Rural and Isolated areas

Social Inclusion is about implementing systems and structures that

work for everyone, including those identifying as belonging to these

disadvantaged groups.


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IMPACT OF GEOGRAPHIC LOCATION

• Regional Australia accounts for almost 40% of Australia’s population

• Research by the ABS in 2010 explored trends in Year 12 attainment:

major cities = 81%

inner or outer regional areas = 67%

very remote =64%

• Young people aged 15-24 from rural and regional areas are almost half as

likely to be attending university as young people from metropolitan areas

• Higher education students made up around 8% of the population of

capital cities, and only 4% in other areas

• In 2011, more than three quarters (78%) of higher education students

lived in a capital city

(including rural, regional and remote areas)


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CHARLES STURT UNIVERSITY

– the role we play A number of smaller cities and towns that were home to higher

education institutions also had a large proportion of higher education

students within their local population. These included Wagga Wagga

and Bathurst - both campuses of Charles Sturt University.


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OTHER ISSUES/IMPACTS

Impact of being Aboriginal or Torres Strait Islander

• Indigenous young people are less than a quarter as likely to be

attending university as non-Indigenous people

Impact of being First in Family

• Secondary school leavers are more likely to be enrol at a higher

education institution when at least one (40%) or both (65%) of their

parents had completed a Bachelor Degree or above than school

leavers with neither parent having completed a Bachelor Degree or

above (20%)

• CSU data indicates that being a first generation student proved to be

a significant risk factor for success once a student commences study

(e.g attrition is higher for first in family students)


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IMPACT OF SOCIO-ECONOMIC

DISADVANTAGE

•Socio-economic disadvantage continues to be concentrated

geographically

•Those in the lowest socio-economic areas are around 20% less likely

to attain Year 12 or equivalent

•People with multiple disadvantage were also more likely to live in the

most disadvantaged localities. In 2010, over 50% of people

experiencing multiple disadvantage lived in the bottom two socio-

economic areas and this proportion has increased since 2006


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THE CHALLENGES

• Selection measures such as

ATAR are more representative

of academic preparation than

academic ability

• Universities have a clear

responsibility to provide alternate

pathways' to university for those

students who are less prepared, to

ensure they are not further

disadvantaged by their

backgrounds

• Offers to students with ATARs below

70 have accounted for more than three

quarters of the growth in offers to

school leavers since 2004

•The challenge is to provide these

less academically prepared students

with the tools to succeed at

university study


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THE CHALLENGES

•Low SES students are more likely to experience multiple stressors

compared to other students : 41.8 per cent of low SES students

experiencing three or more stressors compared with 31.2 per cent of

other students

•In addition to experiencing more types of stressors, the impact of stress

was greater for low SES students than other students


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THE CHALLENGES

• 72% of low SES students indicated that these stressors affected their

university studies moderately to a lot, compared with 60 per cent of other

students

• 39% of low SES participants had considered dropping out due to their

stressors, compared with 28% amongst the other group

• Low SES students often lacked financial support from their parents, had

difficulty in applying for and receiving ongoing payments from Centrelink,

had a lack of sufficient paid work and found that the necessity to work had a

negative impact on their study time

•Student dropout is often due to a combination of problems rather than just

one specific issue and that one problem can lead to several others


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> 38,500 students

> 75% DE

> 50% first in family

> 22% Low SES

> 42 % Rural, Regional & Remote

> 2% Indigenous

> 2.5 % Students with a Disability

> 30% admitted on basis

of TAFE qualification

Port Macquarie

CSU’s demographics reflect the region in which we are based

INSTITUTIONAL CONTEXT

http://www.appliedlanguage.com/flags_of_the_world/large_flag_of_canada.gif


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WHY IS EQUITABLE

PARTICIPATION IMPORTANT TO CSU?

For the Public Good

We are a university of the land and people of our regions. True to the

character of regional Australia we have gumption, we have soul and we

collaborate with others.

We develop holistic, far-sighted people who help their communities grow

and flourish.

Acknowledging the culture and insight of Indigenous Australians, CSU’s

ethos is clearly described by the Wiradjuri phrase:

„yindyamarra winhanga-nha‟(„the wisdom of respectfully knowing how to live

well in a world worth living in‟).

Harnessing technology, we thrive as a distributed yet connected community,

welcoming and engaging with people across Australia and the world.


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UNIVERSITY STRATEGY 2013-2015

• We embed this in our University Strategy, our governance structure and

managerial plans

e.g. excerpt from CSU University Strategy (2013-2015)

For Students:

• flexible access to professional education regardless of background or

location

For our regional communities:

• a University whose courses, graduates and research help them to thrive

and prosper economically, socially and environmentally

• improved educational outcomes and lives for Indigenous, regional, rural

and remote Australians

• We cascade this through our strategic priorities and their corresponding

sub-plans


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THE CSU APPROACH

We aim to:

• Create an environment where all students succeed

• Facilitate a whole of university approach to widening

participation of low SES, Indigenous, and Rural,

Regional and Remote people in higher education

• Normalise services and support provided to these

students


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Student

Aspiration and Pathways Programs

Transition Programs

Student Academic Support

Programs

THE STUDENT LIFE CYCLE

APPROACH

ASPIRATION PARTICIPATION SUCCESS


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1. Aspiration and enabling programs

• Future Moves

• Study Link

2. Pathways

• Diploma of General Studies

• TAFE to CSU transition

3. Successful transition focused on enhancing and developing the culture

within the University

• Student Transition and Retention (STAR) program

• Building University Study Success (BUSS) program

• Student Success Team

• Regional and Remote Team

• Learning Skills Advisors

• Equity Scholarships and Grants

4. Data improvement systems using mixed methods

• Progress and performance

• Behavioural indicators

FOR ALL STUDENTS


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FOR INDIGENOUS STUDENTS

- Aspiration Programs: Outreach programs in Indigenous

Communities and Schools

- Pathway Programs: Darrambal (meaning “pathways” or

“footsteps”; the Diploma of General Studies (is being offered

remotely for the first time in 2013)

- Partnership Programs: Indigenous Police Recruiting Our Way

(IPROWD), Teacher Education in the Community (TEC)

- Scholarships specifically for Indigenous students

- Range of Academic Support initiatives and programs including

Indigenous Student Services

Pa

thw

ays

Supp

ort


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Smart Learning:

The model for CLT at CSU

1. Focussed on learning, the learner and the desired

learning outcomes

2. Collaborative, design-focussed curriculum renewal

process

3. Enabled by technology- a set of smart tools that ensure

a consistent CSU approach to learning and teaching

and provide learning analytics that allow for an adaptive

approach to learning and teaching

4. Driven by innovative approaches to learning and

teaching and the spread of that innovation across CSU

Date post:	29-Jun-2015
Category:	Education
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