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SocialInclusion – the UTAS context

Prof Sue Kilpatrick

& Dr Susan Johns

• Building aspirations,

• Providing opportunities, and

• Creating a supportive environment – in which all students with the ability to

succeed at university are enabled to realise their potential

Defining social inclusion for UTAS

Centre for University Pathways and Partnerships

To build connections, networks and cultural capital to assist individuals with successful transition, participation, retention, and outcomes

Access to networks and social cohesion promote better socio-economic outcomes for individuals (Coleman 1990), communities and regions (Putnam1993)

Purpose of social inclusion

Centre for University Pathways and Partnerships

• Tasmania is a low SES state with low rates of participation in higher education

• single university in the state - UTAS responsibility to increase educational attainment, address disadvantage

• grow UTAS, generate critical student mass • include and support success of international

students

Imperatives for UTAS

Centre for University Pathways and Partnerships

• Australian government agenda:• Focus on target groups – disadvantaged,

such as SES, disability, Indigenous, rurality• National targets for increased participation in

higher education (Bradley Report - 20% low SES enrolments in higher education by 2020; 40% of 25-34 year olds to have Bachelor or above by 2025)

Imperatives for UTAS

Centre for University Pathways and Partnerships

• Strengths-based

• Social inclusion is more than access– engagement, empowerment

• Range of activities – aspiration building, pathways, curriculum

renewal, staff PD, etc.

• Requires community engagement and collaboration

Considerations for developing a social inclusion strategy

Centre for University Pathways and Partnerships

2009-2011 Equity and Diversity Plan (covered staff and students)

• UTAS statement of values 2011• Strategic Plan for Learning and Teaching 2012-14• March 2012: Social inclusion discussion paper • August 2012: commenced development of

support plan (student focus)• Open to Talent: Strategic plan 2012-onwards• Relevant policy and legislation, eg. disability,

equal employment opportunity

UTAS ‘social inclusion’ agenda

Centre for University Pathways and Partnerships

Students- expand and diversify student cohort (high

achievers, non traditional, international)

- renewed curriculum (cultural competence, pathways)

- student experience (equitable and inclusive environment)

Open to Talent: Strategic Plan 2012 - onwards

Centre for University Pathways and Partnerships

Community– engage with Aboriginal community/culture

People and culture– workplace: justice and fairness of

opportunity, equitable

Campuses and infrastructure– campus-specific strategies … leverage local

potential and match local needs

Open to Talent: Strategic Plan 2012 – onwards

Centre for University Pathways and Partnerships

Responsibilities for staff and student social inclusion are split– Staff equity & diversity policy, plans,

programs: Human Resources – Student social inclusion: the Faculties and

various units in Division of Students and Education; overarching role of CUPP

Responsibility for social inclusion

Centre for University Pathways and Partnerships

Student lifecycle framework: • Access (aspiration, pathways,

recruitment & selection),

• Retention (transition, orientation, preparation, foundation, engagement & support),

• Career (assisting into careers)

Framework for social inclusion support plan

Centre for University Pathways and Partnerships

• Identify existing programs and learning and teaching support mechanisms etc.

• Look for gaps

• Recommendations and plan to fill gaps

• Circulate for comment to appropriate UTAS internal Committees and external groups and committees

Stages in development of the plan

Centre for University Pathways and Partnerships

• Resourcing

• Embedding in structures/processes to ensure the plan is implemented

• Building a socially inclusive culture – leadership roles

• Connecting staff and student social inclusion plans and strategies

Issues

Centre for University Pathways and Partnerships

• Social inclusion:– A basic human right? – A strategy to increase educational attainment and

upskill the workforce? – A strategy to ensure the viability of UTAS?

• Are these mutually exclusive? • How to be Open to ALL Talent?

– Short term Australian government incentives for engaging ‘disadvantaged’ groups

– Long term advantages of engaging and enriching a wider pool of talent

Questions to think about…

Centre for University Pathways and Partnerships