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Employment Equity Plan 2012-2015

Section 1 - Introduction

(1) Charles Sturt University (the University) has a strong commitment to equality of opportunity in employment and education, seeking to "create a work and study environment that reflects and responds to the social and cultural diversity of the communities the University serves" (EO Policy Statement). The Charles Sturt University Strategy 2011-2015 confirms the value that the University places on being inclusive: "we recognise that we achieve better outcomes when we embrace and respect the different views, cultural backgrounds and abilities of all staff, students, graduates and external communities."

(2) This Plan is intended to guide the strategic approach to employment equity and diversity across the University for the next four years. Implementation of the Plan's objectives will assist the University to achieve a culture and a staff profile that enables us to respond more effectively to the diverse backgrounds of our students and to provide them with a more enriching and socially relevant educational experience.

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Section 2 - Legislative Context

(3) Commonwealth and state anti-discrimination legislation requires the University to provide a work and learning environment that is free from all forms of unlawful discrimination and harassment and that promotes equality of opportunity in employment and education.

(4) In addition, the Workplace Gender Equality Act and the NSW Anti-Discrimination Act require the development of proactive, equal opportunity programmes to facilitate the identification and removal of systemic barriers to the employment of groups that are currently under-represented or disadvantaged in the workforce. Collectively these include:

  1. women;
  2. people of Aboriginal and/or Torres Strait Island descent;
  3. people from culturally and linguistically diverse backgrounds; and
  4. people with a disability.

(5) The University is required to report annually on the development, implementation and outcomes of its employment equity strategies.

(6) This Plan has been prepared in accordance with part 9A of the NSW Anti-Discrimination Act, 1977 .

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Section 3 - Benchmarks and Performance Indicators

(7) The University aims to achieve a workforce that reflects the diversity of the wider community. In the following tables a number of indicators have been used to assist in benchmarking staff diversity and determining appropriate measures of performance over the duration of this plan, including:

  1. population statistics;
  2. higher education sector statistics; and
  3. University Student statistics.

Indigenous Australians

Percent of Staff Respondents 2011
Academic staff 1.2%
General staff 2.5%
All staff 2.1%
Percent of Population: 2011
Albury Bathurst Dubbo Orange Wagga NSW Australia
2.3% 4.1% 14.0% 4.6% 4.2% 2.5% 2.5%

(8) Australian Bureau of Statistics 2011, Census of Population and Housing - Basic Community Profiles (Cat. No. 2001.0). Retrieved June 27, 2012, from ABS website (data for regions derived from SA3).

(9) In 2011, 1.7% of the University's domestic students were Indigenous Australians.

(10) Performance Indicator: Indigenous Australians to represent 2 % of all academic staff and at least 3% of total staff by 2015.

People from culturally and linguistically diverse backgrounds

(11) In 2006, 44% of Australians were either born overseas or had at least one parent who was. In the last 5 years the overall proportion of the University's staff from a culturally and linguistically diverse back ground has decreased slightly. However the proportion of academic staff in this group has increased slightly.

Percent of Staff Respondents: 31.03.2011
  Identify as ethnic minority First language not English
Academic staff 16% 14%
General staff 4% 4%
All staff 8% 7%

(12) In 2011, 2.0% of all the University's domestic students spoke a language other than English at home. International students accounted for 13.6% of all University students.

Percent of Population: 2011
  Albury Bathurst Dubbo Orange Wagga NSW Australia
Speaks a language other than English at home* 3.1% 2.1% 1.5% 2.1% 2.1% 17.4% 13.4%
Born in a country where English is not the main language 5.5% 4.2% 2.8% 4.3% 4.2% 19.4% 16.6%

(13) Australian Bureau of Statistics 2011, Census of Population and Housing - Basic Community Profiles (Cat. No. 2001.0). Retrieved June 27, 2012, from ABS website (data for regions derived from SA3).

*Note: Population statistics on first language are not available. The closest census data indicator is 'language spoken at home'.

(14) Performance indicator: People whose first language was not English to represent 10% of all staff by 2015.

People with a Disability

(15) In the last 5 years the proportion of the University's staff with a disability and staff with a disability requiring adjustment at work has decreased slightly.

Percent of Staff Respondents: 31.03.2011
  Disability Disability requiring adjustment at work
Academic staff 3% 1.5%
General staff 4% 1.2%
All staff 4% 1.3%

(16) In 2011, 3.7% of domestic students stated that they had a disability.

(17) Data from the 2009 Survey of Disability, Ageing and Carers indicate that 9.9% of the labour force had a reported disability in 2009 and 7.5% of the labour force had a disability with specific limitations or restrictions. The unemployment rate for the latter group was 9.0% compared to 5.1% for those in the labour force without a disability (ABS 2011, Cat 4446.0- Disability, Australia, 2009, Table 5 Labour Force)

(18) Performance indicator: People with a disability who require work related adjustments to represent 3% of all staff by 2015.

Women

  CSU 31.03.2011 Sector Average - Performance Indicator 2015
Women as a proportion of: - Tenured academic staff - Academic Staff at Level C - Academic Staff at Levels D&E 45% 33% 30% 42% (2011) 27% (2011) 50% 40% 35%
Ratio of female representation in senior academic staff to female representation in all academic staff 0.62 0.50 (2010)  
Proportion of academic women holding doctoral qualifications 45%   60%
Women as a proportion of general staff at HEW levels 10 and above 39% 45% (2010) 45%
Ratio of female representation in senior general staff to female representation in all general staff 0.59 0.71 (2010)  
% of senior staff who are women (includes levels D & E and HEW 10+) 33%   38%

(19) Note: the performance indicators in the table above have been informed by analysis of trending data internal to the University and comparison with other cohorts internal to the University and sector wide data.

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Section 4 - Implementation and Evaluation

(20) Accountability for equity outcomes across the university is consistent with a devolved management structure.

(21) Faculties and Divisions support the achievement of Employment Equity Plan objectives through the development of strategies tailored to their specific circumstances in their operational or workforce plans. Faculties and Divisions are required to report annually to the Equal Opportunity/Affirmative Action Committee on the implementation and outcomes of their equity strategies.

(22) The Equal Opportunity/Affirmative Action Committee will monitor and evaluate the implementation of the Employment Equity Plan Objectives across the University.

(23) The Manager, Equity Diversity and Inclusion will collect and report on equity related staff profile data to the EO/AA Committee and provide Faculty and Division equity profile data to support planning and evaluation.

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Section 5 - Goals and Objectives

(24) Goal 1: A University culture in which consideration of equity principles and outcomes is integral to planning and practice.

Key Performance Indicators:

Objectives Responsibility
1.1
Organisational commitment to employment equity and diversity (including targets) is reflected in the University's strategic planning process and promoted by senior leadership.		 - Vice-Chancellor's Leadership Team - Office of Planning and Audit - Executive Deans, Executive Directors
1.2
Faculties and Divisions actively plan for and develop equity & diversity related initiatives, providing appropriate resources and infrastructure for their implementation as part of workforce planning.		 - Executive Deans, Executive Directors
1.3
Performance agreements of all Senior Executive staff include measures to support recruitment and career progression of equity groups in line with strategic priorities.		 - Vice-Chancellor, Senior Executives
1.4
Equity and diversity statistics are collated and made available to inform University and Faculty/Division planning and reporting.		 - Executive Director, People and Culture - Manager, Diversity & Equity
1.5
The membership of significant decision-making committees in the University reflects the diversity of the University community.		 - University Council - Academic Senate - Vice-Chancellor, Senior Executives
1.6
Planning and reporting requirements under State and Commonwealth legislation are met -in particular, to the Director of Equal Opportunity in Public Employment, and the Equal Opportunity for Women in the Workplace Agency.		 - Equal Opportunity & Affirmative Action Committee - Executive Director, People and Culture - Manager, Diversity & Equity
  1. By December 2015 all relevant University plans will incorporate equity objectives and performance indicators.
  2. By December 2015 all Faculty and Division annual operational plans include equity strategies that further the goals of the Employment Equity Plan and foster a diverse workforce.
  3. Faculties and Divisions provide annual reports to the EO/AA Committee outlining planning and progress on equity initiatives.

(25) Goal 2: An inclusive work environment governed by fair policies and practices and free from discrimination and harassment.

Key Performance Indicators:

Objectives Responsibility
2.1
Equity principles are integrated into human resource management policy and practice, including recruitment, appointment, performance management, development, promotion and termination of staff.		 - Human Resources Office - Managers
2.2
University policies, procedures and work conditions that enhance workplace flexibility such as work/life balance initiatives, work based child-care, work related adjustments to accommodate a disability, and cultural leave are supported by University managers and information about them is accessible to existing and prospective staff.		 - Human Resources Office - Managers - Manager, Diversity & Equity
2.3
Equity and diversity related training (such as EO Online: Fair Play on Campus and cultural competency training) is supported by managers through performance management and other proactive mechanisms.		 - Managers
2.4
The University is proactive in addressing discrimination and harassment, complaint resolution processes at all levels comply with best practice and managers are trained in complaint handling.		 - Managers - Human Resources Office - University Ombudsman
2.5
Providing childcare and parenting facilities that assists the needs of staff and students is valued and given appropriate priority in facilities management planning.		 - Facilities Management
2.6
Facilities management planning includes a staged process to increase the accessibility of the University campuses with regard to a range of disabilities (e.g. mobility, sight, hearing).		 - Facilities Management in consultation with Disability Liaison Officers and Human Resources Office.
  1. Climate surveys indicate an increased rating on fairness and equity within the work environment.
  2. The University's is competitive with best practice universities on measures relating to workplace flexibility and work/life balance.
  3. Climate surveys and exit data indicate a high level of satisfaction with the ability to access, flexible work practices and the fairness of decisions pertaining to work\life balance requests.
  4. By December 2015 a rate of 95% staff completion of EO Online Module 1 is achieved and maintained.
  5. By December 2015 all staff with supervisory responsibilities have completed EO Online Module 2.
  6. By December 2015 managers are trained in handling complaints and conducting workplace investigations.
  7. By June 2013 new childcare facilities are completed at Thurgoona and Wagga Wagga campuses.
  8. All new buildings meet disability access standards and are fully accessible.
  9. Existing buildings and campus facilities are progressively modified to increase accessibility.

(26) Goal 3: A University staff profile that reflects the diversity of the broader community and contributes to the enrichment of the education experience provided by the University.

Key Performance Indicators

Objectives Responsibility
3.1
The University supports and resources strategies aimed at the recruitment and career development of equity groups, such as a leadership development programme for women and Indigenous employment strategies.		 - Vice-Chancellor's Leadership Team
3.2
Faculties and Divisions are proactive in implementing the core objectives and key actions of the National Indigenous Higher Education Workforce Strategy and the University's Indigenous Employment Strategy - with a focus on academic and graduate appointments across all Faculties and Divisions.		 - Deputy Vice-Chancellors - Executive Directors, Executive Deans - Managers - Manager, Diversity & Equity and Indigenous Employment Co-ordinator
3.3
The University supports the recruitment and career progression of women into senior academic, research or professional positions and occupational areas where they are under-represented by: - developing Faculty/Division specific strategies to increase applications from, and professional development opportunities for, women; - removing barriers to part-time work in senior positions. - utilising University strategies such as the Leadership and Management Development Framework, Leadership Development for Women, Mentoring @CSU and the Guidelines on Developing a Search Plan Targeting Women for Senior Positions; - collecting data on measures of research activity by gender and developing programmes to support women's research productivity or participation in doctoral studies.		 - Deputy Vice-Chancellors - Executive Directors, Executive Deans - Human Resources Office - Managers - Office of Research
3.4
Strategies to support the recruitment and retention of people with a disability are renewed through: - consultation with staff on current issues impacting on staff members with a disability within the University; - review, update and implementation of the Disability Action Plan; - participation in placements and work experience programmes initiated through disability employment service providers; and - continuing implementation of the Policy on Disability and Work/Study Adjustment		 - Manager, Equity Diversity and Inclusion - Office of Student Services - Human Resources Office - Managers
3.5
Strategies focused on supporting the induction and career development of people from culturally and linguistically diverse backgrounds are researched, developed and implemented.		 - EO/AA Committee - Manager, Equity Diversity and Inclusion - Human Resources Office - Faculties and Divisions
  1. By December 2015 the representation of Indigenous staff increases to, and is maintained at, a minimum of 3%.
  2. By December 2015 all Faculties have appointed (or commenced pathways for appointing) Indigenous academic staff and the overall percentage of Indigenous academic staff increases to at least 2%.
  3. By December 2015 the representation of women at Level C increases to 40%.
  4. By December 2015 the representation of women at Levels D&E increases to 35%.
  5. By December 2015 the representation of women at Level 10 or above increases to 45%.
  6. By December 2015 the representation of women in all senior positions increases to 38%.
  7. By December 2015 the proportion of academic women holding a PhD increases to 60%
  8. By December 2015 the percentage of staff with a disability requiring work-related adjustment increases to 3%.
  9. By December 2015 the percentage of staff from culturally and linguistically diverse backgrounds increases to 10%.