UNIVERSITY ACCESS AND EQUITY COMMITTEE Agenda Mtg 4_2015.pdf · The Minutes of Meeting No. 1, 2015...

UNIVERSITY ACCESS AND EQUITY COMMITTEE

Meeting No. 4/2015 of the University Access and Equity Committee will be held at 10.00am on Wednesday, 25 November in the Mills Room, Chancelry Building 10. Apologies and enquiries to the Corporate Governance and Risk Office by telephone on 6125 2113 or email at: [email protected]. Leslie McDonald Secretary, UAEC

Agenda Summary

Part 1 – Procedural matters

* 1. Announcements and Apologies For information 2 * 2. Arrangement of Agenda For discussion 2 * 3. Minutes For confirmation 2 * 4. Matters Arising For discussion 14 * 5. Confidential Items For decision 14 6 Governance 6.1 Meeting Dates for 2016 For information 16

Part 2 – Reports and Scoping

* 7. HOT TOPIC: ‘Women in STEM’ For discussion 17 * 8. Presentation: Australian Indigenous Mentoring Engagement For information 35 * 9. Outcomes from UAEC Forum: ‘Accessible ANU’ For discussion 36 * 10. Workplace Gender Equality Report For discussion 37 * 11. Mental Health Strategy For information 59 * 12. Report from the Chair For information 69

Part 2 – Items of Other Business

* 13. Other Business and Question Time For discussion 70

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mailto:[email protected]

UAEC Agenda: Meeting No.4 – 25 November 2015 933/2015


* Item 1 Announcements and apologies

1.1 Apologies To be received

1.2 Announcements To be noted

* Item 2 Arrangement of Agenda

2.1 The Chair will ask whether any further items should be starred for discussion.

2.2 The Chair will invite members to foreshadow matters to be raised under Other Business and Question Time.

* Item 3 Minutes

The minutes of Meeting No. 2, 2015 of the University Access and Equity Committee (153/2015 attached) held on 3 June 2015 and the notes from the University Access and Equity Committee Forum meeting (905/2015 attached) held on 29 September 2015 are to be confirmed.

Recommendation

That the minutes (153/2015) of the meeting held on 3 June 2015 and the notes from the UAEC Forum held on 29 September 2015 (905/2015) be confirmed.

ACTION REQUIRED For discussion ☐ For decision For information ☐

UEC Part 1 – Procedural Matters

2

UAEC Minutes: Meeting No. 2 – 3 June 2015 153/2015


Meeting No. 2/2015 of the University Access and Equity Committee was held at 10.00am on Wednesday 3 June 2015 in the Ross Hohnen Room, Chancelry Building 10. Present: Professor Richard Baker (Chair), Associate Professor Paula Newitt, Ms Lynda Mathey, Ms Tania Willis, Ms Anne Martin, Mr Andrew Fernie, Dr Nadine White, Ms Julie Harrison, Ms Joanne Fitzpatrick, Ms Sarah Hawkins, Ms Karen Hill, Mr James Waugh, Dr Lexing Xie, Dr Johanna Rendle-Short, Associate Professor Sigi Goode, Professor Donald Rothwell, Professor Barbara van Leeuwen. In attendance: Ms Christine Allard (for Item 7) and Ms Leslie McDonald Unconfirmed Minutes


Item 1 Announcements and apologies

1.3 Apologies Apologies were received from Professor Jenny Corbett, Ms Carolyn Farrar and Professor Veronica Taylor.

1.4 Announcements The Chair welcomed Christine Allard, the Director of Facilities and Services, to give a presentation on the Union Court redevelopment proposal. He also congratulated Ms Lynda Mathey on her appointment as Deputy Chair of the Committee, following her acceptance of the nomination from the last meeting of UAEC.

Item 2 Arrangement of Agenda

The Chair noted that all items on the agenda were starred for discussion. There were no items of Other Business flagged for discussion.

The Committee agreed for Item 7, the presentation by Ms Allard, to be brought forward to after the confirmation of the minutes.

Item 3 Minutes

The Minutes of Meeting No. 1, 2015 of the University Access and Equity Committee (100/2015) held on 25 March 2015 were confirmed as a correct record of the meeting with an amendment to move the September forum meeting date to Wednesday 2 September in line with an agreed request from ANUSA to schedule the forum during term time.

Item 4 Matters arising from the minutes

The Chair addressed the updated action sheet arising from the last meeting of UAEC and noted that discussion on the management of the Committee’s business would be dealt with under Item 6 as part of this agenda.

Minutes

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In relation to the review of the ANU Disability Action Plan, following a discussion amongst Committee members, the Chair indicated that he would meet with the Director HR, Registrar Student Life, and Deputy Director, Access, Inclusion and Wellbeing to determine how to progress the matter.

In relation to the addition of access selection criteria to the competitive bid cycle, the Chair reported that he had discussed the suggestion with the Executive Director (Administration and Planning) who supported the words but didn’t think they constituted a criteria for deciding which facilities are approved as the process entails bids which set out the merit of the proposal but do not deal with detail or physical design. He is, however, very happy to incorporate the words into the requirement specifications that follow with the implementation of approved projects.

Item 5 Confidential Items

There were no confidential items.


Item 6 HOT TOPIC: Access and Equity – Making a Difference

The Chair led discussion on ways to optimise the influence and effectiveness of the Committee across the campus on access and equity issues. Committee members were asked to complete initial written responses to the key discussion points in the agenda, and then speak to those responses.

The Chair reported that the Vice-Chancellor has indicated he would like to review the roles and reporting lines of the Gender Oversight Committee, UAEC and the Indigenous Engagement Committee and, to this end, the Chair will draft a paper, incorporating this discussion at UAEC, for consideration by the Vice-Chancellor.

The Committee’s discussion circulated around the following key discussion points:

• Who do we want to influence as a committee and how can we do this most effectively? • What are the most effective means for the committee to communicate its advice and

recommendations to individuals and other committees in the University? • How do committee members currently consult about access and equity issues? • What are the opportunities for raising access and equity concerns in your area? • And for bringing back access and equity issues to this committee? • How can priority access and equity issues in the University be identified?

The general consensus was that the Committee needs to broadly influence the ANU community from the bottom up as well as the top down. Members spoke of influencing students and staff as individuals as well as decision-makers in all areas –the ANU Executive, Deans, senior managers and key committees. The role and responsibility for Committee members to spread that influence in their own areas was emphasised as a way to encourage and embed a culture of inclusion across the ANU community.

The Committee agreed that it needs to be strategic, and have clear and concise ideas on what it wants to articulate to the community and how to do it. It was suggested that key priorities or themes be identified and then plugged into the Committee’s forward agenda.

Alternative ways to influence key decision-makers were suggested, including the utilisation of the internal audit schedule to get major issues which might require funding decisions on the agenda for the University Executive and Council. The importance of undertaking small pieces of detailed work to provide evidence for change to decision-makers was also highlighted.

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In relation to how Committee members currently consult on access and equity issues, members from Colleges pointed out the advantages of their placement on College Executives in relation to raising awareness and having direct input into decision-making processes. However, some of these members also indicated that there is work to be done in creating mechanisms in their areas to communicate with their College communities.

Representatives of some Colleges and administrative areas indicated that they would need to develop processes or procedures to better respond to and predict issues, and that their areas were reactive rather than proactive in terms of access and equity.

The provision of training on key issues to a broader section of the campus community, such as the recent Indigenous Awareness Training organised by CAP, was suggested as a way to better embed access and equity in the campus culture. The creation of local access and equity committees to target local training and educational needs and better address local cultural issues, was also raised.

In relation to determining priority access and equity issues, it was suggested that the Committee should seek input from the University community via members’ local areas on concerns and current local priorities. It was also suggested that the Committee review and consider current policy to identify gaps and make recommendations for change.

The Chair thanked Committee members for their input and undertook to incorporate it in a paper he will prepare for consideration by the Vice-Chancellor.

Actions: Chair to prepare paper for consideration by the Vice-Chancellor.

Resolved:

That the Committee note the discussion on improving the influence and effectiveness of the UAEC.

Item 7 Union Court Re-Development

Ms Christine Allard, the Director of Facilities and Services, gave a presentation on the proposed re-development of the Union Court precinct. She indicated that the planning for the possible project has been running for 18 months, that much of the initial consultation work has been completed and proposal papers have been considered by both Finance Committee and Council.

The project is currently at Stage 4, involving the development of an urban design framework and user briefs, as well as the identification of potential investors. The University has contracted Civitas, a well-regarded Canadian urban design company, in partnership with the Melbourne-based Oculus group to work on the urban design. Twelve working groups have been created to work on user design briefs and the University has called for expressions of interest from investors.

Ms Allard outlined the governance of the project, with the Council, via the University Executive, overseeing a Project Control Group chaired by the Executive Director (Administration and Planning). The University has contracted Royalla Management Services to coordinate the project. She also outlined the significant amount of work being done to engage and seek feedback from the University community via a number of campaigns over past and coming months.

The project is aiming to create an ‘ANU Village’ which will combine student services in one location and incorporate student accommodation (most likely postgraduate family accommodation), flexible education spaces, function/event spaces and retail and food outlets, amongst other things. The intent is to create a precinct that doesn’t shut down over the weekend and engages staff as well as the student cohort.

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Ms Allard indicated that one of the biggest challenges will be the transition stages of the building project – decanting various areas and services to other locations to allow demolitions and construction, whilst still maintaining a good campus experience for staff and students.

The Chair thanked Ms Allard for her presentation to the Committee

Resolved:

That the Committee note the presentation from the Director, Facilities and Services, on the Union Court re-development proposal.

Item 8 Report from Student Recruitment and Admissions

Ms Hawkins spoke to the report from Student Recruitment and Admissions on access and equity highlights and initiatives in their area. She reported that, following the Regional Career Advisor Day, two regional schools – Orange and Wodonga - have expressed interest in the provision of buses for interested students to come to the ANU Open Day later in the year.

In the admissions space, Ms Hawkins reported that a paper was submitted to the Coursework Admissions and Awards Committee recommending changes to the Schools Recommendation Scheme, which is based on equity criteria and an assessment by the school. The scheme is being expanded to provide more degrees as a way to retain more students in the program.

In discussion, the Dean of Students emphasised the importance of monitoring the progress of students in equity-based initiatives to ensure the provision of appropriate support structures to help them succeed.

The Chair thanked Ms Hawkins for her report.

Resolved:

That the Committee note the report from Student Recruitment and Admissions.

Item 9 Report from Facilities and Services

Ms Joanne Fitzpatrick spoke to the report from the Division of Facilities and Services. She reported that a lot of work has been put into the development and implementation of the Indigenous Participation Strategy for Professional staff, which aims to increase the number of Indigenous Staff in the workplace and promote understanding in Indigenous culture and history amongst Divisional staff.

The ratio of females in senior management has improved drastically from 25% to 60% since 2013, with the middle-management ratio currently at 50:50. The Division, as a whole, has a 72:28 male to female ratio.

Ms Fitzpatrick reported that a hearing loop has been installed at Llewellyn Hall and indicated that, as part of the project to provide transgender toilets across the campus which was discussed at UAEC last year, there are currently seven toilets that have been re-signed as unisex, and that F&S will be proactive in including these facilities in all new building plans.

Ms Fitzpatrick reported that feedback from students is that security staff require more training to improve their understanding of cultural and lifestyle diversity in order to provide a more informed response. She also outlined a review of footpaths and roads with an emphasis on prioritising pram ramps and ease of access.

The Chair thanked Ms Fitzpatrick for her report.

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Resolved:

That the Committee note the report from Facilities and Services.

Item 10 Report from Information Technology Services

Ms Karen Hill spoke to the report from Information Technology Services. She indicated that their two key achievements were the introduction of two two-year Indigenous traineeships on the IT Service Desk and the support of two significant infrastructure-based accessibility support services within the University’s Teaching and Learning Commons – hearing loops and the Disability Centre Resource Room in the Chifley Library.

Ms Hill reported that ITS is planning to refresh its Reconciliation Action Plan, and is also focussing on addressing gender imbalance in its workforce.

The Chair thanked Ms Hill for her report.

Resolved:

That the Committee note the report from Information Technology Services.

Item 11 Report from the Chair

The Chair reported that the Indigenous Engagement Committee met last Thursday, chaired by the Vice-Chancellor. Outcomes include the development by the Committee of a work plan to refresh the RAP and an undertaking by the Vice-Chancellor to revisit the terms of reference, roles and reporting lines of committees such as the Gender Oversight Committee, UAEC and the Indigenous Engagement Committee.

The Chair also reported that a meeting will be held on 3 June to discuss enhancing Indigenous education and research across the University, as recommended by ANU Council in March.

The Chair gave a report to Council last Friday on initiatives to deal with sexual assault on campus which led to a very engaged discussion with Council members. The report will be made available to UAEC members via the Alliance site.

As part of the Vice-Chancellor’s course on Leadership and Influence, an excellent presentation was made by students on the topic ‘Women in STEM (Science, Technology, Engineering and Maths)’. The Chair reported that he is organising for this presentation to be made to the University Education Committee, and received agreement from UAEC members that it also be heard by this Committee at a future date.

The Chair called for volunteers to help plan the forum meeting of UAEC in September and asked that interested people email him directly.

Actions: Volunteers to help plan the September UAEC Forum meeting to email the Chair.

Secretariat/Chair to organise ‘Women in STEM’ presentation for future UAEC meeting.

Resolved:

That the Committee note the report from the Chair.

Minutes

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Item 11 Other Business and Question Time

There were no items of other business or questions. The Chair reminded members that the next meeting of UAEC, in the form of a forum for staff and students, will be held on 2 September 2015 at a location to be advised. lmcd/5 June 2015

Minutes

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UAEC Notes: Forum Meeting – 29 September 2015 905/2015


Meeting No. 3/2015 of the University Access and Equity Committee was held as a Forum on Wednesday 30 September 2015 at 2.00pm in the Allan Barton Forum, College of Business and Economics Building 26C. Committee Present: Professor Richard Baker (Chair), Associate Professor Paula Newitt, Ms Tania Willis, Ms Anne Martin, Ms Carolyn Farrar, Ms Julie Harrison, Ms Melissa Austin (for Director, HR), Ms Christine Allard, Ms Julie Murdoch (for Director SRA), Mr Ben Gill, Ms Elaine Zhang, Ms Wendy Dimond (for CASS rep), Professor Renee McKibbon (for CAP rep), Professor Bronwen Whiting (for CBE rep), Professor Henry Gardner (for CECS rep), Professor Donald Rothwell, Professor Barbara van Leeuwen. Apologies: Professor Jenny Corbett, Ms Lynda Mathey, Dr Nadine White, Ms Angela Watkins, Ms Karen Hill, Dr Johanna Rendle-Short, Professor Veronica Taylor, Professor Keturah Whitford, Dr Steve Lee. Other Participants: Ms Joanne Fitzpatrick, Mr James Waugh, Mr Wayne Joseph, Mr Tom Kesina, Mr Cameron Roles, Ms Cathryn Madden, Mr Byron Vickers, Mr Wayne Morgan, Ms Ana Stuart, Mr Lukas Sigut, Mr Nicholas Goodwin, Dr Anna Cowan, Mr Richard Robinson, Ms Selina Walmsley, Mr Scott O’Brien, Mr Carl Bradshaw, My Kat Reed, Mr Phillip Heaney. Welcome and Introduction

The Chair welcomed participating staff, students and Committee members to the inaugural University Access and Equity Committee Forum. He outlined the topic of the forum, ‘What would an accessible ANU look like?’, and indicated that the first half of the meeting would be given over to presentations on the various aspects of campus accessibility, with time for questions. For the second half of the forum, participants will form individual working groups to consider a question on one aspect of accessibility, with a general discussion on findings at the end. The Chair encouraged participants to be open with their ideas and thanked them for agreeing to contribute to the discussion on this important subject.

Part 1 – Presentations

Presentation 1 A student perspective – Cathryn Madden

Ms Madden presented a paper (see Attachment A) and spoke to the Forum on her experiences of access at the University from a student perspective. She indicated that an accessible campus is one that integrates all students equally; a goal towards which she feels that the ANU is falling short. She called for the ANU to make a commitment to raise the standard of student services, and to really commit to change.

Ms Madden’s paper outlines a number of initiatives and recommendations to improve student services in relation to access and inclusion, and she emphasised several in her talk:

• Creating a high profile strategic marketing campaign to raise awareness and encourage better integration of disabled and minority groups on campus;

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• Providing training to educate staff about current policies on inclusion, raise awareness and reinforce the need to meet legal obligations – particularly in light of a change in culture at the ANU over the past two years with a number of new staff members who may not understand what is necessary to embrace students;

• Addressing the abuse of disabled parking (i.e. unauthorised use); and • Undertaking an audit of footpaths and developing a program of work to upgrade where

necessary.

Presentation 2 Student Support – Tania Willis and Julie Harrison, Access and Inclusion

Ms Willis and Ms Harrison outlined the work of their unit, indicating that they mainly work with students with a disability, but in the last year this has expanded to include providing support for low SES, regional and rural, and non-English speaking background students. Their role under Disability legislation is to appraise the impact of a student’s disability on their participation at the University, help to remove barriers and ensure that the legal rights of students are met. This includes the development of individual Education Access Plans (EAP’s).

Ms Harrison reported that ANU’s EAP’s are considered best practice under the Disability Standards in Education 2005. Students work with staff to develop the plans, which are flexible and can be updated to reflect current circumstances. The plans are distributed to Colleges to enable the College to respond to the needs of the student. Currently there are around 1200 registered students with the Disability Unit – higher than just about any other university in Australia.

The current area of focus is the development of inherent requirements for each course, to be made available prior to enrolment to allow students to determine whether they can meet these requirements before committing. Inherent requirements are the essential components of a course or unit that demonstrate the abilities, knowledge and skills to achieve the core learning outcomes of the course or unit. The ANU does not currently have comprehensive ‘inherent requirements’ for courses – and those that do exist are not transparent. Access and Inclusion are working with the Academic Standards and Quality Unit to address this need, but it is expected that it may take several years to fully develop inherent requirements for courses that are identified as requiring them.

Issues to be addressed include:

• Colleges not distributing EAP’s in a timely manner to academics; • Some Colleges requiring additional medical proof, in addition to the EAP; • Requests from some Colleges for students to contribute to the cost of reasonable

adjustments – a practice which is illegal under legislation; • Many forms are still not accessible to students with a disability (i.e. PDF versions)

In response to questions from participants, Ms Harrison indicated that about half of the 1200 students registered with their service have an active EAP and also that there is inevitably a percentage of students suffering mental health issues who are not being reached. In relation to the latter question, she indicated that Access and Inclusion tends to see chronic students – but for many there is a stigma attached to seeking assistance. She emphasised that A&I have an open door policy.

Presentation 3 Learning Infrastructure – Richard Robinson, ANU Online & Selina Walmsley, ITS

Mr Robinson gave a presentation on the current ANU Moodle theme upgrade aimed at updating and refreshing Wattle with a new ‘skin’ and ‘look and feel’. A key focus of the project is on accessibility, looking at:

• Accessibility of screen readers/colours and fonts on Wattle and websites;

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• Accessibility of images and format for online courses; • Accessibility of course information to students; and • Captioning of videos – both audio and visual

The improvements will be to accessibility, particularly with screen readers, and mobile device display. In particular, WCAG 2.0 standards are being implemented including:

• Incorporation of correct headings structure (h1, h2, h3 etc); • Colour contrast (8:1 ratio) – most sites don’t pass • Alternate titles for pictures • Videos captioned and transcript available • Link text should be descriptive • Not using tables to lay out page structure • Better use of Java script

Mr Robinson indicated that although ANU Online doesn’t control the content produced by individual lecturers, they are developing a WCAG 2.0 compliant Course Creation Guide to assist academics in online course material development. In response to a question on testing, the tight timeframe for delivery and the capacity for ‘fixes’ once live, Ms Walmsley indicated that there would be a great deal of testing, both internal and external, and capacity to push out updates after the system is in operation. Presentation 4 Physical Access, Christine Allard, Director and Nicholas Goodwin, Consultant, Facilities and Services

Ms Christine Allard, Director of the Division of Facilities and Services, and Mr Nicholas Goodwin, Architect and Consultant, gave a presentation on the challenges of addressing an accessible campus.

Ms Allard indicated that an ideal campus is one that is universally accessible. Facilities and Services currently cater for 20,000 students, 4,500 staff members and thousands of visitors. They manage roads, sporting facilities, new and older buildings, lecture theatres, footpaths, signage and parking, amongst other things – and they need to consider different cultures, languages, ages, mobility levels etc. The ANU must also comply with many legal parameters on access, such as building codes, legislation etc.

Mr Goodwin pointed out that the ideal would be to design on a blank site, however the reality is that we inherit infrastructure that must be modified to meet current access guidelines and legislation, both of which change as community views evolve. He raised the following specific considerations:

• Often the needs for a space conflict (i.e. heritage considerations vs accessibility); • Removal of hazards, including those relating to visibility, placement of objects and design of

signage; • How well an installation will wear over time, including adaptability to cater for change of use;

and • Management of space.

In response to a question about the provision of gender neutral bathrooms, Ms Allard indicated that an audit had been carried out a year ago and changes made in existing buildings. Gender neutral bathrooms have been included as a requirement for all new buildings.

Presentation 5 Union Court Redevelopment Proposal, Phillip Heaney, Consultant

Mr Phillip Heaney gave a presentation on the Union Court Redevelopment Proposal, which is currently being considered by Council. He outlined the following aims of the project, particularly in relation to equitable access and inclusion:

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• Place: knitting together the buildings/reducing the physical levels around the Union Court precinct/addressing access to all buildings/demolition & rebuilding to achieve this;

• Product: deliver needs and achieve a medium density campus that invites Canberra in; • Planet: eco footprint considerations; • Program: events and behaviours – plan and execute within spaces; and • People: engagement with community/forums/website and feed into design.

Part 2 – Workshop Notes

During the second half of the Forum, the Chair split participants into three groups to each consider a topic related to access and inclusion. The following are notes from each of those working group discussions.

Question 1: Think about what could be applied to the course work when considering Inherent Requirements. What input would students want?

The group interpreted the question in terms of implementation and felt that the most effective way to achieve this is through training programs to better educate staff about new and existing policies to improve access and inclusion. This training would:

• Increase awareness and encourage staff, as members of university community, to undertake online training and refreshers.

• Promote and communicate online resources and develop tailored training for academic staff – roadshow!

• Training and information sessions about diversity groups delivered to university community (staff and students), eg gender, Indigenous, domestic violence, LGBTIQ and Allies etc.

Question 2: What can ANU do to improve accessibility and inclusion of the EAP’s and forms?

What is the best use of resources?

• Website • Social Media • Stalker Space

Marketing

• Does the Marketing Division really know the product? • Focus should be on getting to students who are already here – not just new students

(Marketing currently concerned with recruitment – but some students develop issues during their studies)

• Strategy should be worked out with and through ANUSA and PARSA • Social media campaign aimed at different audiences/students • Marketing should be to:

o Academics o Professional Staff o as well as Students

• Campaign to define what is a disability • Marketing is part of a strategy that states what we are prepared to do, values etc. • Campaign to use innovative approaches based on ideas of respect, kindness etc.

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Question 3: What should an accessible student services look like in the future? What are the key things ANU needs to do to improve the student experience of staff and students with disability?

Need a high level strategic plan at Executive level to make a priority with senior managers of the University

Creating a work/study environment focussed on wellbeing (eg rewarding staff for kindness) Strategic marketing plan crucial re student services – for staff, students and the public –

considering: o How to let students know about services o How to better market access and inclusion o How to access students who develop issues during their studies (recognising that

students with existing conditions are more likely to seek services when they commence study)

Visible and Coordinated Signage for student services Planning and consideration given to:

o Parking to get to student services (systemic considerations) o Paths of access (including communication)

Which services should be included/improved? o Information kiosks/volunteers (think Olympic-level planning) o Academic administration o Inter-tribe communication – collaborative information o Counselling, health, library, unions/representatives

Conclusion

The Chair thanked all participants for their wide-ranging contributions to the discussion on access at the ANU. He emphasised the University Access and Equity Committee’s commitment to the issues involved and asked that participants not hesitate to contact their local UAEC member with suggestions or to raise concerns on specific issues. The Chair indicated that outcomes from the Forum will be discussed at the next meeting of the UAEC in November. lmcd/19 October 2015

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*Item 4 Matters Arising

Any matters raised to be noted. An updated post meeting action sheet from the June meeting of UAEC will be discussed (attached).

ACTION REQUIRED For discussion For decision ☐ For information ☐

*Item 5 Confidential Items

Consistent with the policy and practice of Council, all matters in the agenda of the University Access and Equity Committee relating to individual persons, including appointments, enrolment, candidacy for degrees, personal details, performance and conduct are declared to be confidential. If any member wishes to raise a confidential matter in relation to any other item, he or she should do so under this Item. After consideration of the confidential items, observers will be admitted to the meeting.

ACTION REQUIRED For discussion ☐ For decision For information ☐

UAEC Part 1 – Procedural Matters

14

THE AUSTRALIAN NATIONAL UNIVERSITY UNIVERSITY ACCESS AND EQUITY COMMITTEE

POST MEETING ACTION SHEET 3 June 2015 (updated November 2015)

Date/Mtg Initiated

Issue Responsible Officer or Area

Action Status

2013 July (Item 12)

Review of ANU Disability Action Plan

PVC(SE)/Director HR Discuss the development of an update to Disability Action Plan.

PVC to report to UAEC November Mtg

2015 June (Item 11)

September UAEC Forum Organisation

PVC (SE)/Secretariat Chair/Secretariat to seek volunteers from members of UAEC to help plan the September UAEC forum meeting.

Actioned

June (Item 11)

Presentation on ‘Women in STEM’

PVC (SE)/Secretariat Chair/Secretariat to organise for presentation on ‘Women in STEM (Science, Technology, Engineering and Maths)’ to be given to future UAEC meeting

Scheduled for UAEC November Mtg

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Item 6 Governance

Purpose To note the dates of University Access and Equity Committee meetings for 2016. Recommendation That the Committee notes the dates of UAEC meetings for 2016. ACTION REQUIRED For discussion ☐ For decision ☐ For information 6.1 Meeting Dates for 2016

Meetings of the University Access and Equity Committee for 2016 have been scheduled as follows:

Wednesday 23 March, 10.00 am Thursday 26 May, 10.00 am Wednesday 21 September, 10.00 am Wednesday 23 November, 10.00 am

All meetings will be held in the Mills Room, 4th Floor, Chancelry Building 10.

The Terms of Reference, Membership & Operating Procedures also require that “one meeting each year will be held in the form of a community forum, accessible by all staff and students, where the Committee can canvas issues and respond to questions from forum attendees.”

The UAEC Forum will nominally take place as Meeting 3/2016, on 21 September 2016.

Sponsor Chair, University Access & Equity Committee

UAEC Part 1 – Procedural Matters

16



*Item 7 HOT TOPIC: ‘Women in STEM’

Purpose To discuss a project report from students undertaking the Vice-Chancellor’s Leadership and Influence Course. Recommendation That the Committee note the discussion and report on ‘Women in STEM’ (979/2015). ACTION REQUIRED For discussion For decision ☐ For information ☐ Background The attached report (979/2015) entitled ‘Women in STEM’ was developed as a group project report for the Vice-Chancellor’s Leadership and Influence Course by Allissa Li, Jonathan Tjandra, Meaghan Powell and Katie Ward.

Discussion Questions

The paper recommends that a gender balance of staff in STEM areas should be the goal. However, if this were the only action taken it would take some time for the culture to shift. What else could be done?

• In first year chemistry there is a gender balance in first year courses. This changes in second and third year with male students dominating. Why?

• Female retention rates in Engineering seem to be good and 10 out of 33 University Medallists in Engineering in the past 10 years were female. Why does Engineering have good retention rates for female students?

• Male science students appear to have a very limited perception of their predominance in STEM. What does this say and how could this be changed?

Attachment

• ‘Women in STEM: VCUG2002 Group Project’ (979/2015)


UAEC Part 2 – Reports and Scoping

17

Women in STEM

VCUG2002 Group Project

Allissa Li, Katie Ward, Jonathan Tjandra, Meaghan Powell

Word Count: 483

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979/2015

'WOMEN IN STEM' REPORT18

Women are underrepresented in STEM (science, technology, engineering,

mathematics) subjects at ANU and other universities. The gender culture in

STEM subjects is unacceptable and needs to change in order for ANU to

achieve the goals of the 2020 Vision and to show leadership in the face of this

challenge.

Our investigation gathered quantitative and qualitative data to illustrate the

current gender culture in STEM subjects. The quantitative data showed that

there are more males than females enrolled in STEM subjects at ANU,

demonstrating the unequal gender distribution (Appendix 1).

The qualitative results illustrated perceptions and experiences of students

regarding STEM subjects. The experiences of some students are shocking

and present an obligation to the leaders at ANU to end this discrimination.

(Appendix 2).

Our research shows that the STEM gender culture negatively affects the ANU

student experience. Women are underrepresented in STEM at both ANU and

in society and there is large potential for improvement on this issue.

Addressing this issue directly aligns with the goals of ANU’s 2020 Vision. The

access and equity component of the Vision states that

‘Opportunities for people to demonstrate their excellence must not be

limited by… gender.’

Our recommendations align with this goal and the Vision’s overarching aim to

‘enhance the distinctive excellence of ANU’. Leading the way in addressing

the gender culture issues in STEM will enhance the distinctive excellence of

ANU on both a national and global scale. Improvements in the student

experience at ANU will not only benefit students but also the university.

Students who enjoy their university experience are more likely to be active

alumni and give back to the university in financial and other ways.

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979/2015


We purport that the unbalanced gender culture in STEM results from a

longstanding culture and problems with recruitment and retention of women in

STEM.

The ANU has an opportunity to lead the much-needed shift in the STEM

culture. We recommend that the ANU targets a gender balance of staff in

STEM subjects. This would provide an example of gender equality for both

female and male students and would be a significant step towards shifting the

current culture.

Leading this cultural change is also likely to assist with the recruitment of

female STEM students at ANU. Being renowned for gender equality in STEM

will assist ANU in attracting the best students, both domestically and

internationally.

Retention of female STEM students can also be achieved through the

development of a support network to provide students with the opportunity to

interact with role models and mentors in their area of study. This is currently

being developed by the ANUSA Women’s Department in collaboration with

STEM colleges and we recommend that the leaders of ANU support this

initiative.

We urge the university to actively address the issues we have raised in this

report. It is the obligation of ANU to end the discrimination and isolation

experienced by select students in STEM.

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Appendices Appendix 1: Quantitative results of the percentage of females and males in STEM Figure 1: The percentage (%) of male and female students in science courses (i.e. chemistry, environmental science, science communication and earth and marine science) that have an overall gender balance. There is one anomaly in the percentage of male students enrolled in SCOM in 2014.

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Figure 2: The percentage (%) of male and female students in science courses that have more females than males (i.e. biology and psychology).

Figure 3: The percentage (%) of male and female students in science courses that have more males than females (i.e. mathematics and physics).

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Figure 4: The percentage (%) of male and female students in computing/IT courses. It shows that the approximate enrolment rates for males and females from 2013-2015 are approximately 80% to 20%, respectively.

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Figure 5: The percentage (%) of male and female students in computing/IT courses. It shows that the approximate enrolment rates for males and females from 2013-2015 are approximately 75% to 15%, respectively.

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Appendix 2: Qualitative analysis of the perception of the gender culture in STEM conducted on a sample size of 1014 students (95% from the ANU and 5% from other universities). Figure 6: The percentage of male and female students who stated that they have felt uncomfortable or isolated in their respective study environments. In areas that have typically more males, almost 50% of females stated that they have felt uncomfortable or isolated.

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Figure 7: It is evident that in areas typically with more males, 30% of females have felt that their opinion has been disrespected because of their gender compared to 10% of males who have felt that their opinion has been disrespected in areas with typically more females.

Figure 8: It is apparent that 25% of females changed their major in areas with more males as opposed to 19% of males who changed their majors in areas typically with more females.

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Figure 9: In an organisation where there is a severe lack of female representation, more than 50% of males disagreed that a female candidate should be prioritized if the merits of a male and female candidate are identical, whereas over 50% of females participants believed that a female candidate should be prioritized.

Figure 10: Both non-STEM and STEM students believe that the percentage of students studying science at university have approximately equal numbers of males and females or more males.

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Appendix 3: Raw data for qualitative analysis presented in Appendix 2. Table 1. Data accompanying Figure 6. The percentage of male and female students who stated that they have felt uncomfortable or isolated in their respective study environments. % within Course

Gender

Course

Total Non-STEM

Areas typically with

more females

(Biol, Psych)


gender balance

(Chem, ENVS,

SCOM, EMSC)


more males (Math,

Phys, Comp,

Engn)

Science field but

not specified

Male Have you ever felt uncomfortable

or isolated in your study

environment due to your gender?

No 92.5% 87.7% 98.1% 95.9% 96.7% 94.2%

Yes 7.5% 12.3% 1.9% 4.1% 3.3% 5.8%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Female Have you ever felt uncomfortable



No 77.2% 78.8% 69.9% 51.7% 66.7% 71.3%

Yes 22.8% 21.2% 30.1% 48.3% 33.3% 28.7%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Total Have you ever felt uncomfortable



No 81.5% 80.9% 81.0% 77.7% 78.7% 79.9%

Yes

18.5% 19.1% 19.0% 22.3% 21.3% 20.1%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

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Table 2. Data accompanying Figure 7. The percentage of male and female students who stated that they have felt that their opinion in classes/lectures has been disrespected because of their gender.

% within Course

Gender

Course

Total Non-STEM


more females

(Biol, Psych)


gender balance

(Chem, ENVS,

SCOM, EMSC)


more males (Math,

Phys, Comp,

Engn)

Science field but

not specified

Male Have you ever felt that your

opinion in classes/lectures has

been disrespected because of

your gender?

No 88.7% 89.0% 100.0% 98.2% 96.7% 95.2%

Yes 11.3% 11.0% 1.8% 3.3% 4.8%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Female Have you ever felt that your



your gender?

No 77.2% 86.7% 75.9% 70.1% 82.2% 79.7%

Yes

22.8% 13.3% 24.1% 29.9% 17.8% 20.3%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Total Have you ever felt that your



your gender?

No 80.4% 87.2% 85.3% 86.7% 88.0% 85.6%

Yes 19.6% 12.8% 14.7% 13.3% 12.0% 14.4%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

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Table 3. Data accompanying Figure 8. The percentage of male and female STEM students who did and did not change their major in 1st, 2nd or 3rd year.

Gender

Course

Non-STEM

Areas typically

with more females

(Biol, Psych)


gender balance

(Chem, ENVS,

SCOM, EMSC)

Areas typically

with more males

(Math, Phys,

Comp, Engn)

Science field but

not specified

Male If you do a science degree, did

you change your major in 1st, 2nd

or 3rd year?

No 5 56 41 116 24 9.6% 77.8% 77.4% 70.3% 80.0%

Yes 2 9 10 17 5 3.8% 12.5% 18.9% 10.3% 16.7%

Not applicable 45 7 2 32 1 86.5% 9.7% 3.8% 19.4% 3.3%

Total 52 72 53 165 30 100.0% 100.0% 100.0% 100.0% 100.0%

Female If you do a science degree, did


or 3rd year?

No 7 195 61 60 30 5.3% 81.9% 76.3% 51.7% 68.2%

Yes 3 33 17 30 10 2.3% 13.9% 21.3% 25.9% 22.7%

Not applicable 123 10 2 26 4 92.5% 4.2% 2.5% 22.4% 9.1%

Total 133 238 80 116 44 100.0% 100.0% 100.0% 100.0% 100.0%

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Total If you do a science degree, did


or 3rd year?

No 12 251 102 176 54 6.5% 81.0% 76.7% 62.6% 73.0%

Yes 5 42 27 47 15 2.7% 13.5% 20.3% 16.7% 20.3%

Not applicable 168 17 4 58 5 90.8% 5.5% 3.0% 20.6% 6.8%

Total 185 310 133 281 74 100.0% 100.0% 100.0% 100.0% 100.0%

Table 4. Data accompanying Figure 9. The percentage of male and female students who responded ‘no’ or ‘yes’ to whether an organisation should prioritise hiring females in the event of the merits of a male and female candidate being the same.

Gender

Total Male Female

In an organisation where there is

a severe lack of female

representation, do you believe in

females being prioritised if the

merits of a male and female

candidate are the same?

No 50.8% 47.5% 48.7%

Yes 185 324 509

49.2% 52.5% 51.3%

Total 376 617 993

100.0% 100.0% 100.0%

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Table 5. Data accompanying Figure 10. The percentage of male and female students who perceive there to be more males, females or an equal distribution of genders studying science at their university.

Gender

STEM or non-STEM degree

Total Non-STEM STEM

Male Regardless of your degree,

do you think there is an

equal distribution of males

and females studying

science at your university?

More males 26 131 157 52.0% 40.3% 41.8%

More females 4 20 24 8.0% 6.2% 6.4%

Equal 20 174 195 40.0% 53.5% 51.9%

Total 50 325 376 100.0% 100.0% 100.0%

Female Regardless of your degree,





More males 87 214 305 66.4% 44.9% 49.6%

More females 5 26 31 3.8% 5.5% 5.0%

Equal 39 237 279 29.8% 49.7% 45.4%

Total 131 477 615 100.0% 100.0% 100.0%

Total Regardless of your degree,





More males 113 345 462 62.4% 43.0% 46.6%

More females 9 46 55 5.0% 5.7% 5.5%

Equal 59 411 474 32.6% 51.2% 47.8%

Total 181 802 991 100.0% 100.0% 100.0%

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Appendix 4: A selection of survey responses to the question

‘Please explain why or tell us about a particular incidient [of feeling uncomfortable or isolated in an academic setting]’

Microaggressions. Also rape jokes.

– Female, 3rd year Engineering/Science at the ANU I have experienced sexual harassment and sexism by male scientists in labs I have undertaken undergraduate research projects in. This has ranged from comments about my appearance not showing enough cleavage (while wearing a lab coat) or too much (wearing a tank top while doing fieldwork in a hot glasshouse, accompanied by a sleazy grin) to being told I need to get my tits out to get ahead in science

– Female, 4th year Bachelor of Philosophy (Science, honours) student at the ANU

[In Maths and Physics] Many students assumed I was dumb or shallow because I was female, whereas I am actually a HD average on an academic scholarship. I experienced snarky comments such as 'you're such a stereotypical girl' when studying. I felt very uncomfortable asking any questions for fear of mocking, as I did not want to perpetuate the idea that I was dumb. One time when working on a difficult question in a maths study group, I solved the question, and everyone spent an hour checking my answer because they couldn't believe I got it correct

– Female, 3rd year Commerce/Science student at the ANU

Men look down upon women in STEM. Constantly.

– Female, 1st year Bachelor of Science student at the ANU

I expressed interest in going in the area of Criminal Psychology, and was told by my (male) tutor that as a girl no one would take me on in that field to supervise for postgrad etc. or for later research/employment.

– Female, 2nd year Bachelor of Psychology (Honors) student at the ANU

I'm a confident white male. My privilege doesn't allow me to get in such a situation.

– Male, 3rd year Bachelor of Science (Adv) (hons) student at the ANU Never in the slightest, but I'm male.

– Male, PhD (Chemistry) student at the ANU I once went to a [course] run by the computer science department. There were around 15 students, only 3 (including myself) were female. The lecturers were also all male. While I expected this, I did not expect to feel so socially

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excluded from the group. None of the male students would talk to me. The course coordinator was very chatty and friendly with male students, but made jokes at my expense multiple times in front of the rest of the class. I ended up leaving the course halfway through as any social situations made me feel very anxious.

– Female, student at the ANU At divisional morning teas, people are asked to contribute something to eat. My supervisor only ever asks the female students to bake. He has also spoken about not hiring women "of a certain age" because they will get pregnant and not be able to work in the lab, something he considers downright despicable and dishonest. He thinks that there is no gender imbalance in science, but that because there are things like a minimum requirement of 30% female keynote speakers at a meeting this is unfair because good male speakers are missing out to make room for females who have just been given a free ride and aren't very intelligent. I could go on.

– Female, PhD (Biochemistry and molecular biology) student the ANU

Once I indicated to a lecturer that I might pursue an academic career. He told me it would be harder than I thought it would, and that it might not be compatible with a good family life.

– Female, 4th year Bachelor Science (Adv) (Hon) student at the ANU

It's a boys club - even the lecturers say inappropriate things or skew conversations to the males.

- Female, 4th year Bachelor of Science student at the ANU

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*Item 8 Presentation: Australian Indigenous Mentoring Engagement

Purpose To receive a presentation from Ms Melina Saunders, ACT Centre Manager, Australian Indigenous Mentoring Engagement. Recommendation For UAEC to note the presentation by Ms Saunders on AIME. ACTION REQUIRED For discussion ☐ For decision ☐ For information Background In 2014, through the ACT – Indigenous Success projects, ANU began working with AIME (Australian Indigenous Mentoring Engagement) and our programme agreement was launched on the lawns of Tjabal Indigenous Higher Education Centre. Over the past two years, AIME has worked from Access and Inclusion for 2.5 days per week to recruit and train ANU Indigenous and non-Indigenous students to be AIME mentors through the development and implementation of a culturally sensitive mentoring programme for Indigenous high school students within two hours of the Canberra. The overall aim of the Programme is to provide a unique educational experience for University students to engage with Indigenous Australia, and to see Indigenous high school students reach and eventually complete Year 12 at the same rate as their fellow Australians. The AIME ACT Centre Manager, Melina Saunders will report on outcomes of their work over the past two years. Sponsor Deputy Director, Access, Inclusion & Wellbeing


35


*Item 9 Outcomes from UAEC Forum: ‘Accessible ANU’

Purpose

To discuss the outcomes from the UAEC Forum entitled ‘Accessible ANU’, held on 29 September 2015.

Recommendation

That the Committee note the discussion on the UAEC Forum held on 29 September 2015.

ACTION REQUIRED For discussion For decision ☐ For information ☐

Background

The University Access and Equity Forum entitled ‘Accessible ANU’ was held on 29 September in the Allan Barton Forum, College of Business and Economics. Participants included members of UAEC, students and staff from Colleges and relevant Services Divisions.

The notes from the Forum are included in the Minutes section of this agenda.

Chair to lead discussion.

Sponsor

Chair, University Access & Equity Committee


36


*Item 10 Workplace Gender Equality Report

Purpose To note the 2015 Workplace Gender Equality Agency Annual Report and the notice of compliance. Recommendation That the Committee note the 2015 Workplace Gender Equality Annual Report (833/2015) and the Notice of Compliance with the Workplace Gender Equality Act 2012 issued by the Workplace Gender Equality Agency (862/2015). ACTION REQUIRED For discussion For decision ☐ For information ☐ Background

In accordance with the reporting requirements of the Workplace Gender Equality Act 2012 (the Act), the University lodged its annual public report with the Workplace Gender Equality Agency (WGEA) on 27 July 2015.

The WGEA issues reporting organisations with a Notice of Compliance with the Act 28 days after the report submission. Reporting organisations will require this Notice of Compliance if they wish to buy goods and services from, or enter into a contract with, the Australian Government.

Information contained in the University’s annual compliance report has been assessed by the Agency to determine whether the minimum standard has been met. The Agency has determined that the ANU has met this minimum standard.

Further information is available on the Workplace Gender Equality Agency’s website at: https://www.wgea.gov.au.

Discussion Questions

It is important to note that we have only the figures for 2014-15. It is impossible to observe any trends or tendencies over time. Nor is there any break down of academic staff by level and College.

• Noting that women are relatively equally represented at the ‘top’, why are they less equally represented in middle management?

• There are fewer women in permanent employment. Why would this be the case?

• Why are women more likely to be casuals?

Attachments

• 2015 Workplace Gender Equality Annual Report (833/2015) • Notice of Compliance (862/2015)



37

https://www.wgea.gov.au/

Date submitted: 27-Jul-2015 10:27:03Unique report number: ubrwv8griy

Page 1 of 20

2014-15 public report form submitted by Australian National University to the Workplace Gender Equality Agency

Organisation and contact detailsLegal name Australian National UniversityABN 52234063906

Organisation registration

ANZSIC 8102 Higher EducationTrading name/sASX code (if relevant)Postal address The Australian National University

ANU ACT 2601AUSTRALIA

Organisation details

Organisation phone number

0261250086

Ultimate parent Australian National UniversityNumber of employees covered in this report submission

5,313Reporting structure

Other organisations reported on in this report

833/2015

2015 WORKPLACE GENDER EQUALITY ANNUAL REPORT38


Page 2 of 20

Workplace profileManager

No. of employeesManager occupational categories Reporting level to CEO Employment status

F M Total employeesFull-time permanent 0 0 0Full-time contract 0 1 1Part-time permanent 0 0 0Part-time contract 0 0 0

CEO/Head of Business in Australia 0

Casual 0 0 0Full-time permanent 1 5 6Full-time contract 5 2 7Part-time permanent 0 0 0Part-time contract 0 0 0

-1


-2


Key management personnel

-3


-1


-2


Other executives/General managers

-3

Casual 0 0 0

833/2015



Page 3 of 20

Manager occupational categories Reporting level to CEO Employment statusNo. of employees

F M Total employeesFull-time permanent 11 4 15Full-time contract 1 0 1Part-time permanent 0 0 0Part-time contract 1 0 1

-2


-3


-4


Senior Managers

-5


-2


-3


-4


Other managers

-5

Casual 0 0 0

833/2015



Page 4 of 20

Manager occupational categories Reporting level to CEO Employment statusNo. of employees

F M Total employeesGrand total: all managers 178 200 378

833/2015



Page 5 of 20

Non-manager

No. of employees (excluding graduates and apprentices)

No. of graduates (if applicable)

No. of apprentices (if applicable)Non-manager occupational

categoriesEmployment

statusF M F M F M

Total employees

Full-time permanent 818 1,101 0 0 0 0 1,919

Full-time contract 233 330 0 0 0 0 563Part-time permanent 204 88 0 0 0 0 292

Part-time contract 91 49 0 0 0 0 140

Professionals

Casual 425 403 0 0 0 0 828Full-time permanent 35 97 0 0 0 0 132



Technicians and trade




Community and personal service




Clerical and administrative


Full-time contract 0 0 0 0 0 0 0SalesPart-time permanent 0 0 0 0 0 0 0

833/2015



Page 6 of 20

Non-manager occupational categories

Employment status

No. of employees (excluding graduates and apprentices)

No. of graduates (if applicable)

No. of apprentices (if applicable) Total

employeesF M F M F M





Machinery operators and drivers




Labourers




Others

Casual 0 0 0 0 0 0 0Grand total: all non-managers 2,518 2,413 2 2 0 0 4,935

833/2015



Page 7 of 20

Reporting questionnaire

Gender equality indicator 1: Gender composition of workforce

Note: Additional help can be accessed by hovering your cursor over question text.

1 Do you have formal policies or formal strategies in place that SPECIFICALLY SUPPORT GENDER EQUALITY in relation to:

1.1 Recruitment? Yes (you can select policy and/or strategy options)

Standalone policy Policy is contained within another policy Standalone strategy Strategy is contained within another strategy

No No, currently under development No, insufficient human resources staff No, don't have expertise No, not a priority

1.2 Retention? Yes (you can select policy and/or strategy options)



1.3 Performance management processes? Yes (you can select policy and/or strategy options)



1.4 Promotions? Yes (you can select policy and/or strategy options)



833/2015



Page 8 of 20

1.5 Talent identification/identification of high potentials? Yes (you can select policy and/or strategy options)



1.6 Succession planning? Yes (you can select policy and/or strategy options)



1.7 Training and development? Yes (you can select policy and/or strategy options)



1.8 Resignations? Yes (you can select policy and/or strategy options)



1.9 Key performance indicators for managers relating to gender equality? Yes (you can select policy and/or strategy options)



833/2015



Page 9 of 20

1.10 Gender equality overall? Yes (you can select policy and/or strategy options)



1.11 You may provide details of other formal policies or formal strategies that specifically support gender equality that may be in place: a) ANU by 2020 Strategic Planb) Procedure for the Prevention of Discrimination, Harassment and Bullyingc) University Gender Oversight Committee d) University Access and Equity Committeee) LGBTI Steering Committeef) Gender Representation on Committees (Selection, Promotions)g) Career Re-entry (6 weeks additional leave for primary carers returning from parental leave)h) Carers Career Development Fundi) Gender Inclusive Language Guidelinesj) University-wide and College specific Key Performance Indicators related to gender participation in the workforce, subject to quarterly review and action planning.

1.12 Should you wish to provide additional information on any of your responses under Gender equality indicator 1, please do so below:The University has also been actively involved in advancing female academics' career through support for academic promotions. Information sessions and panel discussions specifically targeting female academics were organised in the reporting period, and all female applicants for a senior academic promotion (Professorial level) were provided with mentoring support to help them prepare for the interview with the assessing committee.

Gender equality indicator 2: Gender composition of governing bodies

2 Does your organisation, or any organisation you are reporting on, have a governing body/board?

Yes No

2.1 Please complete the table below. List the names of organisations on whose governing bodies/boards you are reporting. For each organisation, enter the gender composition (in numbers, not percentages) of that governing body/board; and where in place, include what percentage target has been set relating to the representation of women, and the year the target is to be reached.

IMPORTANT NOTE: where an organisation name has been entered in the table, you must enter the gender composition NUMBERS of that governing body/board. If no target has been set for that particular governing body/board, please enter the number 0 in the '% Target' column and leave the 'Year to be reached' column blank. Otherwise, please enter a number from 0-100 in the '% Target' column and a date in the format of YYYY in the ' Year to be reached' column.

Organisation name

Gender and NUMBER

(NOT percentage) of chairperson/s

Gender and NUMBER (NOT percentage) of

other board members

% target for representation of women on each board

Year to be reached

833/2015



Page 10 of 20

F M F M

(enter a percentage

number from 0-100)

(in YYYY format; if no target has been set,

leave blank)

1 ANU 0 1 3 11 0

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

833/2015



Page 11 of 20

28

29

30

2.1a If you have reported a large number of governing body/board members (over 17) for any organisation listed as having a governing body/board in the table in question 2.1, please tick the box confirming this is an accurate NUMBER, and NOT a PERCENTAGE.

Yes, the data provided in question 2.1 reflect numbers not percentages.

2.2 For any governing bodies/boards where a target relating to the representation of women has not been set, you may specify why below:

Governing body has gender balance (e.g. 40% women/40% men/20% either) Currently under development Insufficient human resources staff Don’t have expertise Do not have control over board appointments (provide details why):

The ANU Council can influence heavily the composition of its membership appointed by the Minister. The succession plan for appointed members of Council recognises the importance of achieving gender equity in Council’s composition. However, approximately half the members of the Council are elected, and as such the University cannot control in any way the gender balance for these members.

Not a priority Other (provide details):

2.3 Do you have a formal selection policy or formal selection strategy for governing body/board members for ALL organisations covered in this report?

Yes Standalone policy Policy is contained within another policy Standalone strategy Strategy is contained within another strategy

No No, in place for some governing bodies No, currently under development No, insufficient human resources staff No, do not have control over board appointments (provide details why):

No, don't have expertise No, not a priority No, other (provide details):

2.4 Partnership structures only: (do NOT answer this question if your organisation is an incorporated entity (i.e. Pty Ltd, Ltd or Inc)). For partnerships, please enter the total number of female and male equity partners (excluding the managing partner) in the following table. Details of your managing partner should be included separately in the CEO row of your workplace profile. If you have a separate governing body/board of directors, please enter its composition in question 2.1.

Full-time

females

Part-time

females

Full-time

males

Part-time

malesEquity partners who ARE key management

personnel (KMPs) (excluding your managing partner)

Equity partners who are NOT key management personnel (KMPs)

833/2015



Page 12 of 20

2.5 Should you wish to provide additional information on any of your responses under Gender equality indicator 2, please do so below:

Gender equality indicator 3: Equal remuneration between women and men

3 Do you have a formal policy or strategy on remuneration generally? Yes


No No, currently under development No, insufficient human resources staff No, included in workplace agreement No, don’t have expertise No, salaries set by awards or industrial agreements No, non-award employees paid market rate No, not a priority No, other (provide details):

4 Has a gender remuneration gap analysis been undertaken? Yes. When was the most recent gender remuneration gap analysis undertaken?

Within last 12 months Within last 1-2 years More than 2 years ago but less than 4 years ago Other (provide details):

No No, currently under development No, insufficient human resources staff No, don’t have expertise No, salaries for ALL employees (including managers) are set by awards or industrial

agreements, AND there is no room for discretion in pay changes (for example because pay increases occur only when there is a change in tenure or qualifications)

No, salaries for SOME or ALL employees (including managers) are set by awards or industrial agreements and there IS room for discretion in pay changes (because pay increases can occur with some discretion such as performance assessments)

No, non-award employees are paid market rate No, not a priority No, other (provide details):

4.01 Should you wish to provide details on the type of gender remuneration gap analysis that has been undertaken (for example like-for-like, organisation-wide), please do so below: The Gender Pay Gap analysis was performed as organisation-wide and broken down by business units.

4.1 Were any actions taken as a result of your gender remuneration gap analysis? Yes - please indicate what actions were taken (more than one option can be selected):

Created a pay equity strategy or action plan Identified cause/s of the gaps Reviewed remuneration decision-making processes Analysed commencement salaries by gender to ensure there are no pay gaps

833/2015



Page 13 of 20

Analysed performance ratings to ensure there is no gender bias (including unconscious bias)

Analysed performance pay to ensure there is no gender bias (including unconscious bias)

Trained people-managers in addressing gender bias (including unconscious bias) Set targets to reduce any like-for-like gaps Set targets to reduce any organisation-wide gaps Reported pay equity metrics to the board Reported pay equity metrics to the executive Corrected like-for-like gaps Conducted a gender-based job evaluation process Implemented other changes (provide details):

No No unexplainable or unjustifiable gaps identified No, currently under development No, insufficient human resources staff No, don’t have expertise No, salaries set by awards or industrial agreements No, non-award employees are paid market rate No, unable to address cause/s of gaps (provide details why):

No, not a priority No, other (provide details):


Gender equality indicator 4: Flexible working and support for employees with family and caring responsibilities

5 Do you provide employer funded paid parental leave for PRIMARY CARERS, in addition to any government funded parental leave scheme for primary carers?

Yes No No, currently being considered No, insufficient human resources staff No, government scheme is sufficient No, don’t know how to implement No, not a priority No, other (provide details):

5.1 Please indicate the number of weeks of employer funded parental leave that are provided for primary carers.26

5.2 How is employer funded paid parental leave provided to the primary carer? By paying the gap between the employee’s salary and the government’s paid parental

leave scheme By paying the employee’s full salary (in addition to the government’s paid scheme),

regardless of the period of time over which it is paid. For example, full pay for 12 weeks or half pay for 24 weeks

As a lump sum payment (paid pre- or post- parental leave, or a combination)

833/2015



Page 14 of 20

6 Do you provide employer funded paid parental leave for SECONDARY CARERS, in addition to any government funded parental leave scheme for secondary carers?

Yes, one week or greater Yes, less than one week No No, currently being considered No, insufficient human resources staff No, government scheme is sufficient No, don’t know how to implement No, not a priority No, other (provide details):

6.1 Please indicate the number of weeks of employer funded parental leave that are provided for secondary carers.2

7 How many female and male managers, and female and male non-managers, have utilised parental leave (paid and/or unpaid) during the past reporting period?

Primary carer's leave Secondary carer's leaveFemale Male Female Male

Managers 7 0 0 3

Non-managers 115 3 3 45

8 What proportion of your total workforce has access to employer funded paid parental leave?

Primary carer's leave Secondary carer's leave

% 77.28 77.28

9 Do you have a formal policy or formal strategy on flexible working arrangements? Yes


No No, currently under development No, insufficient human resources staff No, included in workplace agreement No, don’t have expertise No, don’t offer flexible arrangements No, not a priority No, other (provide details):

10 Do you have a formal policy or formal strategy to support employees with family and caring responsibilities?


No No, currently under development No, insufficient human resources staff No, included in workplace agreement No, don’t have expertise

833/2015



Page 15 of 20

No, don’t offer flexible arrangements No, not a priority No, other (provide details):

11 Do you have any non-leave based measures to support employees with family and caring responsibilities?

Yes No No, currently under development No, insufficient human resources staff No, don’t have expertise No, not a priority No, other (provide details):

11.1 To understand where these measures are available, do you have other worksites in addition to your head office?

Yes No

11.2 Please indicate what measures are in place and in which worksites they are available (if you do not have multiple worksites, you would select 'Head office only'):

Employer subsidised childcare Head office only Other worksites only Head office and some other worksites All worksites including head office

On-site childcare Head office only Other worksites only Head office and some other worksites All worksites including head office

Breastfeeding facilities Head office only Other worksites only Head office and some other worksites All worksites including head office

Childcare referral services Head office only Other worksites only Head office and some other worksites All worksites including head office

Internal support network for parents Head office only Other worksites only Head office and some other worksites All worksites including head office

Return to work bonus Head office only Other worksites only Head office and some other worksites All worksites including head office

Information packs to support new parents and/or those with elder care responsibilities Head office only Other worksites only Head office and some other worksites All worksites including head office

Referral services to support employees with family and/or caring responsibilities Head office only

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Other worksites only Head office and some other worksites All worksites including head office

Targeted communication mechanisms, for example intranet/forums Head office only Other worksites only Head office and some other worksites All worksites including head office

None of the above, please complete question 11.3 below

11.3 Please provide details of any other non-leave based measures that are in place and at which worksites they are available:1) Carer's Career Development Fund - all worksites.2) On-site School Holiday Program - head office.3) Study Leave (for Professional Staff) - all worksites.

12 Do you have a formal policy or formal strategy to support employees who are experiencing family or domestic violence?


No No, currently under development No, insufficient human resources staff No, included in workplace agreement No, not aware of the need No, don't have expertise No, not a priority No, other (provide details):

13 Other than a policy or strategy, do you have any measures to support employees who are experiencing family or domestic violence?

Yes - please indicate the type of measures in place (more than one option can be selected):

Employee assistance program Access to leave Training of human resources (or other) staff Referral to support services Other (provide details):

1) Violence Information Webpage;2) EAP Crisis Management.

No No, currently under development No, insufficient human resources staff No, not aware of the need No, don’t have expertise No, not a priority No, other (provide details):

14 Please tick the checkboxes in the table below to indicate which employment terms, conditions or practices are available to your employees (please note that not ticking a box indicates that a particular employment term, condition or practice is not in place):

Managers Non-managersFemale Male Female Male

Formal Informal Formal Informal Formal Informal Formal InformalFlexible hours

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Managers Non-managersFemale Male Female Male

Formal Informal Formal Informal Formal Informal Formal Informalof work

Compressed working weeks

Time-in-lieu

Telecommuting

Part-time work

Job sharing

Carer's leave

Purchased leave

Unpaid leave

14.1 If there are any other employment terms, conditions or practices that are available to your employees, you may provide details of those below:Career re-entry assistance (6 weeks additional leave) for primary carers returning from parental leave. This initiative supports staff's transition back to work and accommodates carers responsibilities.

14.2 Where employment terms, conditions or practices are not available to your employees for any of the categories listed above, you may specify why below:

Currently under development Insufficient human resources staff Don't have expertise Not a priority Other (provide details):

14.3 Should you wish to provide additional information on any of your responses under Gender equality indicator 4, please do so below:1. As a result of the measures in place to support flexibility in the workplace, the University achieved a high score on this item in terms of staff satisfaction in its 2014 Employee Engagement survey. The result is 3 percentage points higher than the university sector average.2. In reference to item 8 where the % of staff that have access to employer funded parental leave, the answer is noted as the total workforce excluding casual employees.

Gender equality indicator 5: Consultation with employees on issues concerning gender equality in the workplace

15 Have you consulted with employees on issues concerning gender equality in your workplace?

Yes No No, not needed (provide details why):

No, insufficient human resources staff No, don't have expertise No, not a priority No, other (provide details):

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15.1 How did you consult with employees on issues concerning gender equality in your workplace (more than one option can be selected)?

Survey Consultative committee or group Focus groups Exit interviews Performance discussions Other (provide details):

Employee Engagement Survey which included a section on Diversity, measuring staff's satisfaction with measures and initiatives that the University put in place to:- prevent and discourage sexual harassment, discrimination, bullying and abusive behaviours; and- ensure that there is equal opportunity for all staff.

15.2 What categories of employees did you consult? All staff Women only Men only Human resources managers Management Employee representative group(s) Diversity committee or equivalent Women and men who have resigned while on parental leave Other (provide details):


Gender equality indicator 6: Sex-based harassment and discrimination

16 Do you have a formal policy or formal strategy on sex-based harassment and discrimination prevention?


No No, currently under development No, insufficient human resources staff No, included in workplace agreement No, don't have expertise No, not a priority No, other (provide details):

16.1 Do you include a grievance process in any sex-based harassment and discrimination prevention policy or strategy?

Yes No No, currently under development No, insufficient human resources staff No, don't have expertise No, not a priority

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No, other (provide details):

17 Does your workplace provide training for all managers on sex-based harassment and discrimination prevention?

Yes - please indicate how often this training is provided (‘At induction’ AND one of the other options can be selected):

At induction At least annually Every one-to-two years Every three years or more Varies across business units Other (provide details):

Training and briefings for members of Selection Panels or Promotions Committees.

No No, currently under development No, insufficient human resources staff No, don’t have expertise No, not a priority No, other (provide details):

17.1 Should you wish to provide additional information on any of your responses under Gender equality indicator 6, please do so below:Equity Observers have been included as a members of Promotions Committees, with 2015's equity focus being Gender Equity.

Other

18 Should you wish to provide details of any initiatives that you feel are particularly outstanding, or that have resulted in improved gender equality outcomes in your workplace, please enter this information below. (As with all of the questions in this questionnaire, any information you provide here will appear in your public report.)1. Promotions support through focussed information sessions, panel discussions and mentoring for women resulted in higher promotion rates for women compared to men.2. Provision of a Carers Career Development Fund to assist primary carers to participate in interstate and international travel by subsidising additional costs related to their caring responsibilities.3. The establishment of a Gender Equity Oversight Committee, chaired by the Vice-Chancellor to facilitate the implementation of and monitor progress on the University's Gender Equity Strategy. 4. Provision of a cost effective on-site vacation care program for the children of ANU staff and students.

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Notification and access

List of employee organisations

1) National Tertiary Education Industry Union (NTEU);2) United Voice;3) Automotive, Food, Metals, Engineering, Printing and Kindred IndustriesUnion (AMWU);4) Media Entertainment and Arts Alliance (MEAA).

CEO sign off confirmationName of CEO or equivalent Professor Ian Young AO

Confirmation CEO has signed the report Yes

CEO Signature: Date:

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24 August 2015Reference: 52234063906

Prof Ian YoungVice ChancellorAustralian National UniversityThe Australian National UniversityANU ACT 2601

Dear Prof Young

Workplace Gender Equality Agency (Agency) notice of compliance

Thank you for submitting your annual compliance report for the period 1 April 2014 to 31 March 2015. Following an assessment of your report I am pleased to advise that your organisation (and any subsidiaries listed on your 2014-15 confidential report form cover sheet) is compliant with the Workplace Gender Equality Act 2012 (Act). This letter forms your notice of compliance with the Act until replaced with a new notice of compliance after the 2015-2016 reporting period.

The 2014-15 reporting period is the second year of reporting online against the new reporting and compliance framework established by the Act. A significant benefit of this new framework is the ability of the Agency to provide employers with customised, confidential benchmark reports based on standardised data submitted by reporting organisations each year. The first benchmark reports were released at the end of 2014, and I trust you have found it valuable to see how your organisation compares on gender equality to other employers in your industry. Your 2014-15 benchmark reports will be available towards the end of this year.

WGEA is committed to supporting organisations to maximise the full potential of female and male talent. We have a range of innovative tools and resources for employers that are freely available on our website, www.wgea.gov.au. Alternatively, you can phone us on (02) 9432 7000 or 1800 730 233 and ask to speak with one of our senior advisors.

Yours sincerely

Louise McSorleyActing Director

862/2015

NOTICE OF COMPLIANCE58


*Item 11 Mental Health Strategy

Purpose To note the revised Mental Health Strategy 2015. Recommendation That the Committee note the revised Mental Health Strategy 2015 (978/2015).

ACTION REQUIRED For discussion ☐ For decision ☐ For information Background When Council approved the establishment of the Mental Health Advisory Group in December 2013 it also approved a Mental Health Strategy. The strategy was due to be revised in 2015. The Mental Health Advisory Group has now developed a revised strategy which outlines the ANU approach to supporting students and staff experiencing mental health issues and provides a systematic approach to dealing with mental health. The strategy proposes allocating resources across fields and includes measures of success. The Strategy was discussed and endorsed at the meeting of University Education Committee on 13 November and will be considered at the next meeting of Academic Board. Attachment

• Revised Mental Health Strategy 2015 (978/2015)

Sponsors Chair, University Access & Equity Committee


59

ANU

Mental Health Strategy

Authored by University Counselling Centre, The Australian National University, July 2015

978/2015

REVISED MENTAL HEALTH STRATEGY 201560

Preamble

In recognising the increasing need for an institutional approach to mental health, The Australian National University has developed a mental health strategy in conjunction with key stakeholders. With the aim of nurturing a campus conducive to good mental health, this strategy is influenced by the overarching ‘Framework for Post-Secondary Student Mental Health’ as developed by the Canadian Association of College and University Student Services in conjunction with the Canadian Mental Health Association (CACUSS & CMHA, 2013). The framework as adapted for the current purpose is summarised below, with an emphasis on mental health and wellbeing inclusive of students and staff, and in recognition of the diverse community and wider contextual environment. For further detail, please refer to the original framework document.

The framework comprises three target populations:

• An all-inclusive institutional (staff and student) approach; • Tailored assistance for students or staff with identified coping concerns; and • Individual-specific intervention for students or staff with immediate mental health

concerns.

The framework (pictured on page 4) is consistent with a stepped-care model for health and wellbeing. The underlying principle is that of a graduated response to mental health, determined by need. This includes a focus on the following seven components, which progress across the three target populations, from institutional to individual intervention:

1. Institutional Structure: Organisation, Planning, and Policy To create and enhance an institutional culture supportive of mental health and wellbeing, through the framing of mental health in organisational structure, policy and planning.

2. Supportive, Inclusive Campus Climate and Environment To increase staff and student engagement, connectedness, and meaningful participation in the learning environment, with an acknowledgement of the diverse community, and a strong emphasis on stigma reduction and collaborative sharing of resources.

3. Mental Health Awareness and Literacy To increase staff and student knowledge and understanding of mental health issues, especially their nature, determinants, impact, management and prevention.

4. Community Capacity to Respond to Early Indicators of Concern To improve early recognition of mental health issues and timely access to relevant resources and support, through the provision of related training programs and centralisation of mental health resources.

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5. Self-Management Competencies and Coping Skills To strengthen resilience and coping skills in the context of academic demands, for those with identified coping concerns, to decrease vulnerability to mental illness.

6. Accessible Mental Health Services To improve timely and coordinated access to relevant university mental health services and referral to community services for staff or students with identified mental health needs, with a service focus on building strengths and recovery.

7. Crisis Management To ensure a well-communicated, coordinated, and timely campus response to mental health crises (situations of acute distress and imminent risk of harm to self or others), including the clarification of staff and student role expectations and channels of emergency support.

Definitions

In the development of this strategy, the following definitions have been utilised:

Mental Health Mental health is defined as mental and social wellbeing in which an individual can realise their potential, cope with the normal stresses of life, work fruitfully and productively, and make a contribution in their community (WHO, 2005). Good mental health is not merely the absence of mental illness, but is the capacity of individuals and groups to interact with one another and the environment, in ways that promote subjective wellbeing, optimal development and the use of cognitive, affective and relational abilities (DoHA & AIHW, 1999).

Mental Health Difficulties A mental health difficulty interferes with a person’s cognitive, emotional and social functioning, but to a lesser extent than a mental illness and is usually temporary. It is often a reaction to life stressors. Mental health difficulties are more common than mental illness. With effective and appropriate support, mental health difficulties can be resolved. However, at times they may develop into a mental illness.

Mental Illness Mental illness is a term used to describe diagnosable disorders that affect a person’s cognitive, emotional and social functioning. There are over 200 recognised mental disorders including depression, anxiety disorders, bipolar disorder, schizophrenia, and substance abuse. Mental health is internationally recognised as a major public health concern. In Australia diagnosed mental illnesses are estimated to affect 20 per cent of the population each year (ABS, 2008) and around 45 per cent of people experience a mental health disorder at some stage in their life (ABS, 2008).

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Staff & Students with Mental Health Concerns

Staff & Students with Coping Concerns

All Staff & Students

Crisis Management

Accessible Mental Health Services

Self-Management Competency & Coping Skills

Community Response to Early Indicators of Concern

Mental Health Awareness and Literacy

Supportive Inclusive Campus Climate & Culture

Institutional Structure - Organisation, Planning & Policy

Mental Health Framework – Supporting Students and Staff (Adapted from Framework for Post-Secondary Student Mental Health, CACUSS & CMHA, 2013)

978/2015


ANU Mental Health Strategy

Mental health difficulties can significantly reduce the capacity of students and staff to meet the requirements of their course of study or employment. They can also restrict academic performance, affect relationships and self-confidence, increase isolation, impair problem solving skills and impair help-seeking.

Mental illnesses are prevalent amongst young people. One quarter of 16-34 year olds are estimated to experience mental illness each year (ABS, 2008). In Australia, three quarters (76%) of people who experience mental illness have first onset before the age of 25 years (ABS, 2010). Preliminary studies suggest that the rate of distress and vulnerability to mental health difficulties amongst university students may be significantly higher than the general population (ABS, 2008; Stallman, 2010; Said, Kypri, & Bowman, 2012). Furthermore, there is increasing evidence that university students report a high level of mental health difficulties but a low level of accessing formal support services (Eisenberg, Golberstein & Gollust, 2007; Rickwood, Deane, Wilson, & Ciarrochi, 2005).

The ANU Mental Health Strategy aims to develop and promote an inclusive and respectful community that fosters mental health and wellbeing, provides support, and reduces barriers to access for staff and students experiencing mental illness and mental health difficulties. It reflects the university’s commitment to protect the rights of staff and students and to support all staff and students to reach their academic and career potential.

Improve the Institutional and Campus Climate to Promote Wellbeing

Goal: To foster a university community that promotes mental health and wellbeing, encourages mental health literacy, and which recognises the need for a mental health approach that is reflective of the diverse ANU population.

Activities

Provide access to published information that promotes mental health and wellbeing, wherever possible in a range of accessible formats and languages.

Utilise staff and student health and wellbeing programs as a mechanism for reducing the risk factors relating to mental illness.

Provide training and resources for staff and students to improve mental health literacy. Training will include the recognition, management and prevention of mental illness and mental health difficulties and their impact on study, work, relationships and social connectedness.

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Provide training on discrimination and harassment, appropriate behaviours by university staff and students, and relevant complaints processes.

Measures of Success

A training calendar readily available and promoted in university publications.

Provision of mental health training and resources to staff and students.

Evaluation of mental health training programs by participants.

Participation of staff in training on discrimination, harassment and complaints processes relevant to mental illness and mental health difficulties.

Support Staff and Students experiencing Mental Health Difficulties and Mental Illness

Goal: To ensure that students and staff of the university community who are experiencing a coping difficulty or a mental illness are supported by the university in accordance with the principles of equity, fairness and diversity.

Activities

Review, develop and implement university policies and procedures that promote social equity and equality of opportunity by incorporating the needs of students and staff with mental illness or mental health difficulties – including admission, recruitment and academic or career progression.

Provide services that support staff and students who experience mental illness and mental health difficulties to undertake study and work, including an Employee Assistance Program, Access and Inclusion area, and the University Counselling Centre.

Monitor demand for university support services to ensure a timely response to staff and students requiring support.

Facilitate reasonable study adjustments for students with mental illness registered with the Access and Inclusion area in cooperation with academic colleges.

Develop, promote and distribute information about support available for people experiencing mental illness or mental health difficulties.

Develop guidelines that facilitate return to work or study after an approved absence that relates to mental illness or mental health difficulties.

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Review and update the university’s Disability Action Plan at the end of each cycle and lodge with the Australian Human Rights Commission.

Measures of Success

Students and staff have access to appropriate on-campus and specialist support services and information that assists them in the management of their mental health.

Timely access to university support services.

University policies and procedures which accommodate the needs of students and staff who experience mental illness or mental health difficulties.

Reasonable adjustments are provided for staff and students with regard to individual needs, academic and work requirements, equity and anti-discrimination legislation.

Support Students and Staff assisting others with Mental Health Difficulties

Goal: To resource and equip staff and students who assist others affected by mental health difficulties to provide appropriate, safe, and effective intervention and support.

Activities

Develop and distribute guidelines and information for staff and students about how to assist people who are experiencing a mental illness or mental health difficulties, including referral options and crisis services.

Develop guidelines and provide training to staff on responding to a critical incident involving a mental health crisis.

Delivery of advice, support and educational material for academic staff, supervisors, colleagues and peers who are supporting a student or staff member experiencing mental health difficulties or mental illness.

Provision of support services and debriefing for staff and students following critical incidents.

Review and update the Memorandum of Understanding between ANU and Mental Health ACT services to facilitate integrated and timely responses to mental health crises.

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Measures of Success

Students and staff receive access to information, support and referral options that assists them in supporting someone experiencing mental illness or mental health difficulties.

Guidelines are available for members of the university community encountering a mental health crisis or critical incident.

Advice, support and debriefing are available to members of the university community who have assisted someone experiencing mental illness or mental health difficulties.

Implementation and Evaluation

The responsibility for implementation and evaluation of this strategy rests with the Mental Health Working Group, chaired by Professor Richard Baker (Pro-Vice Chancellor, Student Experience) and comprised of students, staff, and key university stakeholders. An evaluation and review of the strategy will occur every 3 years, with the next review due in 2017. The working group will meet four times annually to discuss the progress achieved in the associated Operational Plan.

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Acknowledgements

The Australian National University would like to recognise and thank the following sources as influential in the development of this strategy:

• University of Melbourne Mental Health Strategy (2008) • University of Canberra Mental Health Strategy (2011-2013) • Guidelines for Tertiary Education Institutions: To facilitate improved educational outcomes

for students with a mental illness (The University of Melbourne, Orygen Youth Health Research Centre, & Australian Rotary Health)

• University of Oxford - Mental Health Policy • World Health Organisation – Mental Health • ACT Health – Building a Strong Foundation: A framework for promoting mental health and

wellbeing in the ACT (2009-2014) • The National Mental Health Strategy Australia (1992, revised 2008)

____________________________

References

Australian Bureau of Statistics, National survey of mental health and well-being: summary of results, 2007. (ABS 2008) Cat. No. 4326.0. ABS: Canberra.

Australian Bureau of Statistics. (2012). Measures of Australia's Progress 2010 (cat. no 1370.0), <www.abs.gov.au> reference: 4125.0 – Gender Indicators, Australia.

Canadian Association of College & University Student Services and Canadian Mental Health Association. (2013). Post-Secondary Student Mental Health: Guide to a Systemic Approach. Vancouver, BC: http://www.cacuss.ca/_Library/documents/PSSMH_Guide_To_Systemic_Approach_-_CACUSS-CMHA_-_2013.pdf

Commonwealth Department of Health and Aged Care and Australian Institute of Health and Welfare (1999). National Health Priority Areas Report: Mental health 1998 . AIHW Cat. No. PHE 13. DoHA and AIHW, Canberra.

Eisenberg, D., Golberstein, E., & Gollust, S.E. (2007). Help-seeking and access to health care in a university student population. Medical Care, 45:7, 594-601.

Said, D., Kypri, K., & Bowman, J. (2012). Risk factors for mental disorder among university students in Australia: findings from a web-based cross sectional survey, Social Psychiatry & Psychiatric Epidemiology, 48(6), 935-44.

Stallman, H. (2010). Psychological distress in university students: A comparison with general population data, Australian Psychologist, 45(4), 249-257.

Reavley, N.J., Ross, A.M., Killackey, E., Jorm, A.F. (2013) Development of guidelines for tertiary education institutions to assist them in supporting students with a mental illness: a Delphi consensus study with Australian professionals and consumers. PeerJ 1: e43 http://dx.doi.org/10.7717/peerj.43 .

Rickwood, D., Deane, F. P., Wilson, C. J. & Ciarrochi, J. V. (2005). Young people's help-seeking for mental health problems. Australian e-Journal for the Advancement of Mental Health, 4 (3), 1-34.

World Health Organization (2005). Promoting mental health: concepts, emerging evidence, practice: Report of the World Health Organization, Department of Mental Health and Substance Abuse in collaboration with the Victorian Health Promotion Foundation and the University of Melbourne. WHO Press: Switzerland.

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*Item 12 Report from Chair

Purpose

To consider a report from the Chair of the University Access and Equity Committee.

Recommendation

That the Committee note the report from the Chair. ACTION REQUIRED For discussion ☐ For decision ☐ For information

Background For report by the Chair, University Access and Equity Committee.

Sponsor Chair, University Access and Equity Committee


69



*Item 13 Other Business and Question Time

Purpose For Committee members to ask questions and raise items of other business Recommendation That UAEC note the matters raised and the responses. ACTION REQUIRED For discussion For decision ☐ For information ☐ Sponsor Chair, University Access & Equity Committee

UAEC, Part 3 – Items of Other Business

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