attachment c1 indigenous student success program
TRANSCRIPT
2019 Financial Acquittal 1
Attachment C1
Indigenous Student Success Program 2019 Financial Acquittal
Organisation The University of Queensland
1. Financials – income and expenditure
Table 1a ISSP income available to support Indigenous students in 2019 (excluding GST)1
Item ($)
A. ISSP Grant
ISSP Grant 2019 (flexible component) 2,070,900.03
ISSP Grant 2019 for preserved scholarships 24,545.00
Subtotal ISSP Grant 2,095,445.03
B. Other ISSP Related Income
Rollover of ISSP funds from 2018
Interest earned/royalties from ISSP funding 6,516.08
Sale of ISSP assets
Subtotal other ISSP related income 6,516.08
Grand total 2,101,961.11
Table 1b Other funding available to support Indigenous students in 2019 (excluding GST)2
Item ($)
A. Other non-ISSP funds
Other funding provided under HESA3 387,545.00
Other Commonwealth Government funding
Funds derived from external sources4 1,179,820.02
Total of other non-ISSP funds 1,567,365.02
2019 Financial Acquittal 2
Table 1c Expenditure on support for Indigenous students during 2019 (excluding GST)5
Item Actual ISSP ($)6 Estimate other
funds ($)7
TOTAL
($)8
Preserved scholarships 24,545.00 24,545.00
“New” scholarships from flexible ISSP funding 74,023.00 74,023.00
Teaching and learning9 461,827.59 461,827.59
Salaries for staff working on ISSP activities10 11 12 1,655,661.98 736,797.16 2,392,459.14
Administration for staff working on ISSP activities13 126,269.38 99,611.29 225,880.67
Travel – domestic (airfares, accommodation & meals)
40,382.73 73,779.12 114,161.85
Travel – international (airfares) 8,914.71 8,914.71
Travel – international (accommodation and meals) 13,839.93 13,839.93
Conference fees and related costs14 17,171.06 5,181.65 22,352.71
ISSP Asset purchases made during 201915
Other
*Professional & other services
*Student Computer (non asset) replacement & other non asset purchases
*hospitality & student events
*scholarships
21,857.41
71,229.87
70,820.68
66,325.36
24,376.83
23,263.34
5,000.00
88,182.77
95,606.70
94,084.02
5,000.00
A. Total Expenditure 2019 $2,101,961.11 $1,518,916.98 $3,620,878.09
B. Unexpended 2019 ISSP funds approved for rollover into 2020 grant year
2019 ISSP funding committed (A + B) 2,101,961.11
D. Other unexpended 2019 ISSP Funds to be returned to PM&C16
C. Unexpended 2019 preserved scholarships funds to be returned to PM&C
2. Rollovers
Table 2 Rollovers agreed
Rolled over ($)
(A)
Expended/committed17 ($)
(B)
Excess to be returned to the Department18 (C)
(C = A – B)
2018 funds rolled over into 2019
2019 funds agreed for rollover into 2020
Please provide details of rollovers outlined in Table 1d above:
- the expenditure of 2018 ISSP funds rolled over into 2019. - progress towards expenditure of 2019 funds rolled over into 2020.
[Please delete this box if no roll-over was agreed]
2019 Financial Acquittal 3
3. Goods and Services TaxTable 3 Goods and Services Tax (GST) paid under ISSP - 1 January – 31 December 201919
1. GST received by you in 2019 as part of the Indigenous Student Success Program fundingunder the Higher Education Support Act 200320 $
2. GST remitted or committed for payment to the Australian Taxation Office (ATO) (in theremittance instalments shown below)21 $
Amount remitted: $
Date remitted: / /
Amount remitted: $
Date remitted: / /
Amount remitted: $
Date remitted: / /
4. ISSP AssetsTable 4a ISSP Assets inventory22
Asset Description/ category Adjustable Value ISSP
contribution
Table 4b ISSP Assets - acquisitions and disposals during 2019
Asset Description/ category Acquisitions
Purchase Value Disposals/ Sale Price
Disposals Average Age
5. Endorsement of the Financial Acquittal23
Financial Acquittal supported and initialled by:
Andrew Flannery (Print name of relevant officer)
Chief Financial Officer (Print position title)
(Signature and date)
Telephone contact: _07 3365 2391__ E-mail: __ [email protected]_
14/05/2020
Certification 4
INDIGENOUS STUDENT SUCCESS PROGRAMME 2019 CERTIFICATION
Complete this certification after reading the completed 2019 Performance Report and 2019 Financial Acquittal for the Indigenous Student Success Programme.
I certify that:
(i) the Institution has met the eligibility requirements of the Indigenous Student SuccessProgramme as set out in guidelines and the Higher Education Support Act 2003; and
(ii) the 2019 Indigenous Student Success Programme Performance report presents an accuratesummary of the Institution’s use of program funds and of other activities undertaken by theInstitution to improve Aboriginal and Torres Strait Islander student and staff outcomes; and
(iii) the 2019 Indigenous Student Success Programme financial acquittal represents a complete,true and correct summary of transactions that took place during 2019 under the IndigenousStudent Success Programme; and
(iv) Indigenous Student Success Programme Funds and any interest earned or royalties/incomederived from these Funds was expended on activities consistent with the IndigenousStudent Success Programme guidelines and the Higher Education Support Act 2003.
I understand that:
(i) the Minister or the Minister’s delegate may seek further information to support thiscertification; and
(ii) in the event that I have not remitted GST paid under the Agreement to the AustralianTaxation Office, that it is my obligation to remit those amounts, as required under theA New Tax System (Goods and Services Tax) Act 1999; and
(iii) it is an offence under the Criminal Code Act 1995 to provide false or misleading information.
Certification recommended by university’s Indigenous Governance Mechanism:
Date:
Name:
Title:
Signed:
Certification made by Vice-Chancellor or equivalent delegate:
Name:
Title:
Signed: Date:
Professor Bronwyn FredericksPro-Vice-Chancellor (Indigenous Engagement)
20/05/2020
Rongyu LiDeputy Vice-Chancellor (External Engagement)
21-5-20
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Attachment C2
Indigenous Student Success Program 2019 Performance Report
Organisation The University of Queensland
Contact Person Jason Curtis, Executive Officer, Office of the Pro-Vice-Chancellor (Indigenous Engagement)
Phone (07) 3346 6253 E-mail [email protected]
1. Enrolments (Access)
Indigenous Student Success Program
2015 2016 2017 2018 Actual Position Actual Position Actual Position Actual Position
EFTSL 289.02 15 313.35 15 318.45 16 309.96 17 EFTL – Regional & Remote
63.34 24 72.52 22 76.76 22 68.5 24
Success Rate (units passed/units attempted)
82.18 8 82.82 8 82.88 7 82.57 10
Completions (head count)
61 14 79 7 82 8 72 13
Table 1. Indigenous student data from The University of Queensland (UQ) – Performance and comparative position. Data derived from Higher Education Information Management System (HEIMS) data.
Improving access to The University of Queensland for Aboriginal and Torres Strait Islander students is driven by a multi-tiered approach, beginning with the identification of strategic targets for Aboriginal and Torres Strait Islander student participation within The University of Queensland Strategic Plan 2018-2021. The University of Queensland’s Strategic Plan commits to "activities that attract, support and retain a diverse and inclusive community of high achieving staff and students". Aboriginal and/or Torres Strait Islander student participation within UQ is a key performance indicator in the strategy. To support these strategic goals, UQ launched its inaugural Reconciliation Action Plan (RAP) in December 2018.
The RAP prioritises increasing Aboriginal and Torres Strait Islander participation and representation at UQ and engaging the broader university towards this goal. Action 12 of the RAP mandates that the University “engage in a UQ-wide approach to increasing representation of Aboriginal and Torres Strait Islander students in higher education”. Initiatives executed by the Office of the Pro-Vice-Chancellor (Indigenous Engagement) in 2019 included:
• In partnership with Faculties and UQ Future Students Division, targeted communityengagement with a particular focus on regional and remote areas;
• Aspiration building programs such as InspireU to support increased participation andsuccess;
• Strategic recruitment, including a 33% increase in Indigenous staff employed across UQ, andrecruitment of senior appointments such as Associate Deans (Indigenous) in the Medicineand Humanities and Social Science Faculties;
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• The establishment of an endowed Aboriginal and Torres Strait Islander Scholarship Fund, and increased philanthropic partnerships and activity to support greater opportunities for future and current students;
• Student-led student projects and staff Reconciliation forums to mobilise action among staff and students;
• Increased cultural visibility on UQ campuses to create safe and welcoming environments; and • 12 reconciliation-focused events, including UQ NAIDOC Festival and National Reconciliation
Week events at UQ's three main campuses.
Current figures suggest that the number of commencing Aboriginal and Torres Strait Islander student enrolments increased by 14% from 2018-2019 (Table 2). Of particular note was the growth in the number of Indigenous students pursuing Higher Degrees by Research (Master of Philosophy or Doctor of Philosophy) and postgraduate coursework studies (Table 3). Moreover, the whole year Equivalent Full-Time Student Load (EFTSL) increased by 24%, indicating that more commencing Indigenous students were pursuing full-time study (Table 4).
Commencement Indicator 2015 2016 2017 2018 2019 Commencing 149 157 156 156 179 Continuing 226 242 263 277 279 Total 375 399 419 433 458
Table 2. Whole year enrolments of Indigenous students at UQ, 5-year trend. Internal UQ data. Program Level 2015 2016 2017 2018 2019 Bachelors 102 106 99 112 114 Cross-Institutional and Non-award - 5 3 1 2 Enabling 11 7 4 10 11 HDR 3 4 9 6 16 Postgraduate Coursework 33 35 41 27 36 Total 149 157 156 156 179 Table 3. Commencing students, Whole Year enrolments, 5-year trend. Internal UQ data. Program Level 2015 2016 2017 2018 2019 Bachelors 82.3 87.0 79.1 79.6 93.5 Cross-Institutional and Non-award 1.3 1.4 1.3 1.6 2.3 Enabling 6.3 4.4 3.8 9.9 9.2 HDR 2.1 2.3 6.4 4.3 8.5 Postgraduate Coursework 21.7 21.9 22.0 15.1 23.9 Total 113.6 117.0 112.6 110.4 137.3 Table 4. Whole year EFTSL of commencing Indigenous students at UQ, 5-year trend. Internal UQ data.
STUDENT SUPPORT Undergraduate Aboriginal and Torres Strait Islander Admissions Pathway The University of Queensland and the Aboriginal and Torres Strait Islander Studies (ATSIS) Unit administer an Admissions Pathway designed to support Aboriginal and/or Torres Strait Islander applicants who are applying for undergraduate study at UQ. The Admissions Pathway considers results from formal education and a range of other factors, such as employment history and references.
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The Admissions Pathway improves access to undergraduate UQ programs by rendering applicants eligible for additional bonus ranks to assist students with meeting the rank requirement for entry into their preferred program. The pathway also allows students to be admitted to their preferred program where they may not have completed prerequisites but have extensive relevant work experience and/or training that may be considered equivalent. In 2019, 23 undergraduate Aboriginal and/or Torres Strait Islander students were admitted through forced offers associated with this Admissions Pathway. This accounted for 13% of all commencing Indigenous undergraduate students, illustrating the importance of this Pathway in enabling access to tertiary education. Provisional and Graduate Entry Admissions Pathway for the Doctor of Medicine In addition to the Undergraduate Admissions Pathway, the ATSIS Unit coordinates two Admissions Pathways designed to increase the participation of Indigenous students in the Doctor of Medicine. The Provisional Entry Pathway holistically assesses Year 12 School leavers for their eligibility to obtain a provisional place in the Doctor of Medicine. Provisional entry is highly competitive and the ATSIS Unit received 6 applications from prospective students in 2019. Three offers were made, and 2 students were accepted for Provisional Entry to the Doctor of Medicine in 2019. The Graduate Entry Admissions Pathway facilitates the admission of Indigenous students who have completed an undergraduate degree and wish to complete the Doctor of Medicine. This pathway is crucial to enabling access to this highly competitive program and administered by the ATSIS Unit. In 2019, 7 of 9 commencing Aboriginal and/or Torres Strait Islander Doctor of Medicine students gained entry through this Admission scheme. Enabling Pathway: UQ College UQ College offers a range of Tertiary Preparation Programs and an Associate Degree in Business. The Preparation Programs aim to equip students with the skills and attributes needed to go on to further university studies. Students have a choice of studying a full tertiary preparation program (where they have not received an OP or completed Year 12) or choosing individual courses to meet their prerequisite study needs. Students who complete the whole program are eligible to apply for a QTAC rank. UQ College was actively marketed as a pathway option by the Aboriginal and Torres Strait Islander Studies Unit's Outreach & Engagement and Student Support Teams at UQ Open Day, at school visits, InspireU camps and with school groups visiting UQ in 2019. Student Support team members also work actively with prospective students whose individual needs may not be met by UQ College to find an appropriate pathway into university (which may include a VET qualification). This tailored approach is key for students, particularly those that may be struggling to find information across a range of institutions. 15 Indigenous students enrolled in enabling courses provided by UQ College in 2019.
Student support activities are funded from a mix of ISSP, University and donor funds.
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OUTREACH AND ENGAGEMENT InspireU Program The InspireU Program is a tertiary aspiration building program for Aboriginal and Torres Strait Islander youth, administered by the ATSIS Unit’s Outreach and Engagement team. The program engages with Aboriginal and Torres Strait Islander students in years 11 and 12 studying at schools across Australia, predominantly in Queensland. The InspireU Junior STEM program is designed to cater for students in years 9 and 10. The program involves a series of residential camps themed around the professional disciplines of Engineering/STEM, Education, Law, Business and Health Science. Program participants attend 'on campus' residential camps; take part in interactive workshops and lectures; workplace/industry visits; and receive guidance from UQ and industry experts about study and career opportunities. Participants also attend a session presented by the Student Support team who provide an overview of entry requirements, application processes and the Admissions pathways, as well as outlining the kinds of support offered by the ATSIS Unit. In addition to camp activities, program participants enjoy a number of additional benefits, including 'catch up' sessions for students and parents, academic skills workshops, information sessions at University Open Days, and regular communication from the Program Coordinators about upcoming opportunities. InspireU is delivered in collaboration with UQ Faculties and Schools, industry partners and community.
In 2019, four InspireU residential camps were hosted, in the areas of Engineering, STEM, Health Science and Law. 68 students from a variety of secondary schools across Queensland and New South Wales participated in the program. Several industry partners contributed to the funding and delivery of the camps, including the Engineering, Architecture and Information Technology (EAIT), Humanities and Social Sciences (HASS), Medicine and Science Faculties; Boeing Defence Australia; Rio Tinto; and the UQ Poche Centre for Indigenous Health. The Outreach and Engagement team is made up of 4 professional staff; this is inclusive of a Team Leader, one Program Coordinator and two Project Officers. In addition to the Outreach and Engagement Team, a team of current Student Ambassadors was employed to assist in the administration of the program. lnspireU activities in 2019 were funded from a mixture of Higher Education Participation and Partnerships Program (HEPPP) and ISSP sources. Community Engagement and Outreach In 2019, staff of the Aboriginal and Torres Strait Islander Studies Unit participated in several community events to promote UQ, the ATSIS Unit and pathways into university. These events included staffing stalls at UQ Open days at St Lucia and Gatton campuses, Musgrave Park Family Fun Day (NAIDOC celebration), Murri Carnival (football carnival) and others. This activity was funded in part by ISSP funds, which support the salaries of staff.
SCHOLARSHIPS Summary of offerings
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Education Costs Accommodation Reward
TOTAL (of preceding columns)
$ No. $ No. $ No. $ No.
Enabling1 NA NA NA NA NA NA 0 0
Undergraduate2 36885 16 39206 10 NA NA 76091 26 total or 16 individuals
Post-graduate3 9750 4 2500 1 NA NA 12250 5 total or 4 individuals
Other NA NA NA NA NA NA 0 0
Total 46635 20 41706 11 0 0 88341 31 or 20 individuals
Table 5. ISSP Scholarships - breakdown of 2019 payments4 5 6 a) Number of enabling Indigenous students that received any form of ISSP scholarship: b) Number of undergraduate Indigenous students that received any form of ISSP scholarship: c) Number of post-graduate Indigenous students that received any form of ISSP scholarship: d) Number of other students that received any form of ISSP scholarship: e) Total number of Indigenous students that received any form of ISSP scholarship7:
2. Progression (access and outcomes)
Indigenous Student Success Program
2015 2016 2017 2018 Actual Position Actual Position Actual Position Actual Position
EFTSL 289.02 15 313.35 15 318.45 16 309.96 17 EFTL – Regional & Remote
63.34 24 72.52 22 76.76 22 68.5 24
Success Rate (units passed/units attempted)
82.18 8 82.82 8 82.88 7 82.57 10
Completions (head count)
61 14 79 7 82 8 72 13
Table 6. Indigenous student success data from the University of Queensland – Performance and comparative position. Data derived from Higher Education Information Management System (HEIMS) data. The ATSIS Unit offers advice and support to Aboriginal and Torres Strait Islander students of the University from enquiry/application for enrolment through to graduation and beyond. The ATSIS Unit includes a Student Support team, funded by ISSP funds, consisting of a Manager, two full-time Student Support Coordinators, two full-time Academic Student Support Coordinators and one full-time ITAR Officer located predominantly at the St Lucia Campus. The Student Support team also offers weekday off-campus support to students studying at the Gatton Campus, with regular visits to campus for face-to-face engagement and support. The types of service delivery include face-to-face, telephone, email, and remote support. The Student Support Team in the ATSIS Unit places particular emphasis on supporting students in the early years of their study and on the transition from secondary school or other learning environments into UQ. The team also supports Indigenous students with the transition to post-graduate study, in seeking
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internships and/or paid employment and works collaboratively with other areas of the University on engagement initiatives with UQ’s Aboriginal and Torres Strait Islander Alumni. The team takes a student-centric approach to service delivery, offering integrated, holistic support to students by maintaining an ‘open door’ policy. Their approach is to develop relationships with students and foster a sense of ‘belonging’, both of which are integral aspects of Aboriginal and Torres Strait Islander cultures. Academic Support Coordinators work with students to co-create individual, tailored support plans and collaborate with the students to seek solutions to problems and dilemmas, which may include learning advice and additional tuition. This approach also encourages the development of ‘independent learners’. The Student Support Team then monitor student progress and implement appropriate action to support those students where required. A whole-of-university case management model has been adopted to improve the retention and performance of Indigenous students at UQ. This is a coordinated effort involving the support of and collaboration with a range of UQ organisational units including Faculties, Schools, Student Services, UQ (Student) Union and Central Administrative Units. Internal data suggests that approximately 56% of UQ Indigenous students engaged with the ATSIS Unit in relation to a particular service or activity in 2019; 30% of students accessed ITAR and 46% engaged with an Academic Advisor, either online or in person. The Unit also provides a range of social and cultural activities for students creating a strong sense of belonging, and promoting involvement in other activities such as academic support programs offered by the ATSIS unit. Activities such as regular catered student lunches for students and staff, creative workshops such as basket weaving, a Yarning Circle style mental health awareness session, visits to the ATSIS Unit by Indigenous Elders and other esteemed Indigenous community members, and student versus staff sporting games are undertaken on a regular basis. The team works closely with the Office of the Pro-Vice-Chancellor (Indigenous Engagement), and the UQ Aboriginal and Torres Strait Islander Student Collective to facilitate these activities. These engagement activities in 2019 were funded from a mixture of Higher Education Participation and Partnerships Program (HEPPP) and ISSP monies. Use of a holistic, student-centric approach and rigorous criteria for entry has ensured that success rates for Aboriginal and Torres Strait Islander students have remained relatively consistent in recent years (Table 6 and Table 7).
2017 Position 2018 Position Success Rate (units passed/units attempted)
82.88 7 82.57 10
Table 7. Between 2017 and 2018, UQ maintained a relatively consistent unit success rate of Indigenous students between years. The comparative position of the university decreased marginally, likely as a result of enhanced performance of other institutions. UQ anticipates continued strong performance in 2019 in relation to student success, with internal figures indicating a success rate of 83.2%. Moreover, recent internal data from the past 5 years suggest that not only are Aboriginal and Torres Strait Islander students passing their courses at UQ, they are excelling with more than a third of students’ grades listed as Distinctions or High Distinctions (Table 7). Fostering academic excellence is
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helpful in ensuring that students are competitive for cadetships, scholarships and job opportunities in the future.
Table 8. UQ internal data reveals a slight increase in the number of courses (referred to as Units at other institutions) passed in 2019 relative to 2018. In over 33% of courses attempted, Indigenous students received a Distinction (Grade of 6) or High Distinction (Grade of 7). This suggests that not only are Indigenous students at UQ passing, but they are excelling. Pass = a Grade of 4 or above or ‘P’, Fail = a Grade of 3 or below or non-graded fail, N/A: the student withdrew from the course or course was listed as in progress or incomplete.
INDIGENOUS TUTORING AND RETENTION SCHEME (ITAR) The two Academic Student Support Coordinators (ASSCs) coordinate the Indigenous Tutorial and Retention program (ITAR), with administrative support provided by the ITAR Officer. ASSCs engaged with approximately 46% of UQ's Aboriginal and Torres Strait Islander students in 2019 (ATSIS Unit internal data), and provided advice in a number of areas, ranging from drafting plans for progression through degrees to essay writing and time management. Levels of engagement were particularly strong in the Humanities & Social Sciences, Health and Behavioural Sciences and Science Faculties (Graph 1.), though these may reflect larger enrolment numbers in these faculties.
2015 2016 2017 2018 2019
Total Grades 2,193 2,286 2,387 2,309 2,564
Total Pass 1,712 1,801 1,875 1,815 2,023
Total 6 or 7 599 644 756 759 862
Total Fail 282 289 310 251 305
Total N/A 199 196 202 243 236
% Pass 78.07% 78.78% 78.55% 78.61% 78.90%
% 6 or 7 27.31% 28.17% 31.67% 32.87% 33.62%
% Fail 12.86% 12.64% 12.99% 10.87% 11.90%
% N/A 9.07% 8.57% 8.46% 10.52% 9.20%
0 10 20 30 40 50
Science
Humanities and Social Sciences
Health and Behavioural Sciences
Engineering, Architecture and I.T
Medicine
Business, Economics and Law
Engagement with ASSCs in 2019
Sem 2 Sem 1
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Graph 1. Headcount of the number of Indigenous students who engaged with Academic Support Service Coordinators (ASSCs) in 2019. ATSIS Unit internal data.
In 2019 the program employed 123 casual tutors across diverse subject areas. Adopting a strategy to employ a larger number of Aboriginal and/or Torres Strait Islander tutors to build community connection and a sense of belonging in the program, in 2019 24% of all our tutors identified as Aboriginal and/or Torres Strait Islander people and many were current students whose grades were above average. Initial feedback from students indicated that they felt happy knowing that their tutor was someone they could relate to easily and who understood their background and perspective. The strategy also provides a pathway to casual employment for high performing students.
Level of study Number of students assisted
Total hours of assistance8
Expenditure9 ($)
Enabling 3 25.5
Undergraduate 107 3706.43
Postgraduate 17 775.17
Other 0 0
Total 127 4507.1 381,588.10
Table 9a. Tutorial assistance provided in 2019 ITAR activities are supported by ISSP funds.
PRE-ORIENTATION PROGRAM To assist new students with their transition into university study, the ATSIS Unit Student Support team provides Orientation Programs for new students at the beginning of each academic semester. Students and their family members are welcomed with an event where they meet current academic and professional staff as well as current students and alumni. New students also participate in interactive workshops ranging from academic preparation, networking opportunities with existing students and cultural immersion activities, to financial and scholarship information sessions. Separate to this program, commencing Doctor of Medicine students are provided with a Pre-Orientation workshop, involving key staff from the Faculty of Medicine who provide an overall view of UQ's Medicine program. A focus of the Pre-Orientation Programs is to facilitate community engagement and build academic resilience.
Pre-Orientation activities in 2019 were supported by ISSP funds.
CULTURAL COMPETENCY AND COMMUNITY BUILDING A key factor impacting the success of students is their sense of belonging at University. Culturally responsive staff both within and outside the ATSIS Unit are vital in cultivating that sense of belonging, ensuring that Indigenous students feel welcomed and supported. One goal of UQ’s Reconciliation Action Plan (RAP) is to foster and support the cultural competency of UQ staff through a variety of activities, strategies and resources including;
• Indigenous engagement resources to improve knowledge of terminology and cultural protocols;
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• A 33% increase in Indigenous staff employed across UQ, including the recruitment of Associate Deans (Indigenous) in two Faculties; and
• Training and development opportunities for staff, particularly those working directly with students, or engaging with Aboriginal and Torres Strait Islander communities.
Whilst the RAP has been successful in raising the visibility of Indigenous peoples, issues and celebrations, it is also important that UQ is visible within local and broader Indigenous communities. The Office of the PVC(IE) and the ATSIS Unit’s Student Support and Outreach & Engagement teams engage and network with Aboriginal and Torres Strait Islander Elders and community members through attendance and participation in community events such as the NAIDOC Family Day, Murri Carnival, Bangarra Dance Theatre Community Night at QPAC, the UQ NAIDOC Festival and Blooms Festival Indigenous Elders Lunch, National Reconciliation Week events, seminars, exhibitions, and other events and activities on an ad-hoc basis when opportunities arise. UQ’s RAP activities are supported by University funds, and some of the Community Engagement activities undertaken by the ATSIS Unit in 2019 were supported by ISSP funds.
Activity10 11
Number of student participants
Expenditure ($)
Pre-Orientation Program 21 2585
Endnote Referencing Training 15 0
Librarian Visits 25 0
Student Services Counselling/Disabilities Advisor Visits 18 0
Student Staff Partnership Projects 4 0
Student Lunches 100 4820
Student Support Team visits to Gatton Campus 18 1575
Student Support Team visit to Herston Campus 6 109
Cultural Sashing Ceremony (Graduation) 60 24000
Indigenous Uni Games 16 5000
Table 9b. Indigenous Support Activities provided in 201912
3. Completions (outcomes) UQ experienced a decline in the number of Aboriginal and Torres Strait Islander completions in 2018, lowering its national position to 13th. However, internal data suggests this decline in completions was an anomaly in otherwise strong recent performance, with 2019 figures returning to levels seen in previous years – Table 11.
2017 Position 2018 Position Completions
82 8 72 13
Table 10. Headcount of completions by Indigenous students in 2017-2018 and comparative position. UQ saw a decrease in completions in 2019, along with a related decrease in comparative position.
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2015 2016 2017 2018 2019 Completions (Headcount)
57 77 78 70 80
Table 11. 5-year trend completions by Indigenous students (headcount) at the University of Queensland. Preliminary internal UQ data suggest a 14% increase in program completions in 2019 relative to 2018. The small inconsistencies in headcount with Table 10 are due to differences in identification data held internally and with HEIMS. Many of the strategies directed at supporting student progress and retention also support students’ course completions. However, the ATSIS Unit and The Office of the PVC(IE) have a few distinct strategies designed to prepare students for graduation and beyond and are outlined below.
Pathways to Employment While the Student Support Team focusses on assisting students to complete their degrees, the Team also works to connect students with internships, cadetships and broader work experience as a pathway to post-university employment. Team members work to develop relationships with UQ teams such as UQ Employability and BEL Employability to ensure students are provided with a range of opportunities. They also maintain relationships and collaborations with external organisations, and in 2019 these included CareerTrackers, KPMG, Jacobs Engineering, The Port of Brisbane, Shell, Urbis, Shine People Solutions and Aurora amongst others. These opportunities help students develop a vision for their future after graduation and support progress towards degree completion.
Celebrating Achievement In 2018, the ATSIS Unit hosted the inaugural Cultural Sashing ceremony, where graduating students receive an Aboriginal and/or Torres Strait Islander sash to wear prior to attending the official UQ graduation ceremony. This event became a highlight of the year for many. In 2019, the Cultural Sashing Ceremony was attended by 32 graduands, their families and many distinguished guests including the Vice-Chancellor, members of UQ’s Senior Management Group, university staff, Indigenous Alumni and Indigenous community members and community and philanthropic partners.
Staying Connected In 2019, The Office of the PVC(IE) established the Indigenous Alumni Reference Group - a committee that provides advice on strategies to engage UQ’s Indigenous alumni community. UQ’s Indigenous Alumni Network Facebook site promotes opportunities for connection and development for alumni. In 2019, this network was launched and a number of alumni engagement events were held. The Alumni network has allowed the PVC(IE) and the ATSIS Unit to offer continuing support to Indigenous Alumni and will create opportunities for Alumni involvement in mentoring and encouragement of current students. UQ’s employability services are funded from University monies, with ATSISU’s involvement supported by ISSP funds. Alumni engagement activities are supported by University funds.
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4. Regional and remote students
Recruitment to Admission UQ’s InspireU program has a specific focus on student recruitment from regional and remote areas. The program is delivered in collaboration with community and industry partners, UQ Faculties and Schools and UQ’s Future Students Division and its recruitment and outreach programs. In 2019, the InspireU team included a staff member dedicated to connecting with prospective Indigenous students in regional and remote areas. InspireU also delivered a leadership camp for prospective Indigenous students in the Darling Downs regional area in 2019.
Admissions, Accommodation, and Financial Assistance The Student Support Team contributes to supporting prospective regional and remote students by providing online, phone and email advice about UQ Programs, UQ Admissions and other entry pathways, OP/Rank requirements, accommodation, scholarships, and other relevant information. Current students relocating from regional and remote areas are supported by the Student Support Team to find suitable accommodation at either one of the many UQ Residential Colleges or other recommended providers. The Team has built strong relationships with UQ’s Colleges and works to connect students with accommodation scholarships and opportunities. The Student Support Team members also assist students to source scholarships and financial aid to support the additional costs whilst away from home.
In addition to a range of scholarship and financial opportunities, UQ also provides the Indigenous Commonwealth Accommodation Scholarship to assist with relocation costs for students from regional and remote areas. The ATSIS Unit Student Support Team also assists students in finding other scholarships for which they may be eligible.
The Indigenous Commonwealth Accommodation Scholarship is funded from ISSP monies.
Academic Support Academic Support Service Coordinators work with Faculties and Schools to develop approaches to a student’s individual learning needs. They also develop online learning and support resources that may be used by students who are impacted by family and/or work commitments and need to study from home. These could be in the form of short instructional videos, pdf documents or flipbooks accessed from the ATSIS Unit website. ATSISU is exploring online and digital opportunities to deliver academic support services for students. The Academic Support Service Coordinators also manage the Indigenous Tutorial and Retention Program and work with students to find them a supplemental tutor who meets their individual study needs. The Academic Support Coordinators are funded by ISSP monies.
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Education Costs Accommodation Reward
TOTAL (of preceding columns)13
$ No. $ No. $ No. $ No.
A. 2018 Payments 14042 6 19710 5 NA NA 33752 11 total or 7
individuals
B. 2019 Offers +continuing commitments14
C. Percentage15 (C=B/A*100)
2019 Payments 27681 12 35456 9 NA NA 63137
21 total or 12
individuals Table 12. Scholarship data for remote and regional students16 17
5. Working with Vulnerable People Requirement18 Yes/No Has the provider completed a risk assessment? Y Have staff involved in ISSP activity received training? Y Does the provider have a compliance process in place? Y
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6. Eligibility requirements
a. Indigenous Education Strategy
UQ's requirements in relation to section 13 of the ISSP guidelines - 'Indigenous Education Strategy' are contained in Section 12 of its Reconciliation Action Plan. The RAP includes the following section in relation to Indigenous Education:
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The RAP also makes provision for the inclusion of Indigenous knowledge in curricula, graduate attributes and teaching practices (section 14)
The Office of the PVC(IE) works with the UQ Provost and key partners such as UQ's Student Affairs, Student and Academic Services division and Faculties and Schools to manage implementation of the above mentioned actions. A RAP governance committee provides oversight of the implementation of these initiatives.
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b. Indigenous Workforce Strategy
To meet the requirements in relation to section 13 (Indigenous Workforce Strategy) of the ISSP guidelines, The University of Queensland (UQ) has: (a) included the following key performance indicators in UQ’s Aboriginal and Torres Strait Islander Employment Strategy 2019-2022, UQ’s Enterprise Agreement 2019-2021 and UQ’s Reconciliation Action Plan 2019-2022: (i) UQ aims to achieve three percent full-time equivalent (FTE) representation of Aboriginal and Torres Strait Islander people engaged in professional, academic and leadership roles; and (ii) To assist in reaching the aspirational target of three percent, the University will increase Aboriginal and Torres Strait Islander employment to the FTE of 25 Academic staff members and 100 Professional staff members by 30 June 2021. UQ’s Aboriginal and Torres Strait Islander Employment Strategy 2019-2022 link: https://staff.uq.edu.au/files/24066/uq-indigenous-employment-strategy UQ’s Enterprise Agreement 2019-2021 link: https://staff.uq.edu.au/files/20908/enterprise-agreement-2018-2021.pdf UQ’s Reconciliation Action Plan 2019-2022 link: https://about.uq.edu.au/files/535/UQ-RAP.pdf (b) prioritise the following matters as outlined in b(i), (ii), (iii): (i) UQ has actively encouraged and promoted the employment of Indigenous academics in 2019 with at least four new Indigenous academic staff commencing at UQ in 2019. Key action items which have been allocated to this priority in UQ’s Employment Strategy are: • 1.5 Encourage work areas to consider Honorary and Adjunct Titles to attract Indigenous talent
to UQ, with an intent towards creating continuing employment opportunities. • 1.7 Enhance and streamline the UQ Temps process for Aboriginal and Torres Strait Islander
candidates. • 2.2 Identify high performing Aboriginal and Torres Strait Islander undergraduate students and
commence career conversations about different academic career pathways available. • 4.2 Encourage work areas to appropriately use identified positions in accordance with the
Identified Positions Procedure. 4.6 Develop an Aboriginal and Torres Strait Islander Fellowship program for early career academics, including those completing HDR studies.
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(ii) UQ also implemented an Indigenous Academic Pathways Program which focusses on the professional development and career advancement of academic employees engaged at UQ. Key action items which have been allocated to this priority in UQ’s Employment Strategy are: • 2.3 Establish and fund an annual seminar that attracts HDR students from across Australia
and provides them with an opportunity to showcase their research and receive feedback/ coaching from UQ academics;
• 2.4 Establish an academic career-coaching program for Aboriginal and Torres Strait Islander staff;
• 2.6 Develop leadership pathway programs for academic and professional staff to provide culturally appropriate leadership development opportunities at all levels;
• 2.9 Establish an Indigenous national research seminar to showcase research initiatives to industry and other relevant stakeholders; and
• 4.7 Develop an Aboriginal and Torres Strait Islander Research Fellowship program to support the career progression of Aboriginal and Torres Strait Islander mid-career academics.
(iii) Professor Bronwyn Fredericks has been in the role of Pro-Vice-Chancellor (Indigenous Engagement) (PVCIE) since April 2018 and is the second PVC(IE) at UQ. (iv) UQ’s Indigenous Employment team also coordinates the following Indigenous employment strategies at UQ and further information can be found on UQ’s Staff Website: • UQ’s Traineeship and Entry Pathway Program; • UQ’s Vice-Chancellor’s Graduate Program; • UQ’s Aboriginal and Torres Strait Islander temps pool; • Provision of support to UQ-wide recruitment activities including; position description/booklet
development; guidance and use of Identified Positions, marketing and media support and selection panel activities;
• Coordination of Cultural competency training for supervisors to support pathway programs; • Marketing and media activities including (NAIDOC, Family Fun Day, careers fairs and other
cultural events; • Management of UQ’s growing Indigenous Staff network; and • Providing of training to upskill HR staff regarding all aspects of Indigenous employment. Staff Website link: https://staff.uq.edu.au/information-and-services/human-resources/diversity/aboriginal-torres-strait-islanders
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Level/position Permanent Casual and contract
Academic Non-academic Academic Non-academic
Academic A 3
Academic B 19
Academic C 1 4
Academic D 2
Academic E 1
HEW 1-5 23 86
HEW 6 & Above 13 22
Senior Academic 1
Senior Professional 1 1
Total 1 37 30 109 Table 13. Indigenous workforce data (2019 breakdown)19 20 21 22
c. Indigenous Governance Mechanism
In relation to section 6 of the ISSP guidelines, UQ employs a Pro-Vice-Chancellor (Indigenous Engagement). Professor Bronwyn Fredericks has been employed as UQ's Pro-Vice-Chancellor (Indigenous Engagement) since April 2018.
The PVC(IE) is responsible for the development and implementation of Indigenous Engagement strategies at The University of Queensland. The PVC(IE) role is part of UQ's University Senior Management Group, reporting both to UQ's Deputy Vice-Chancellor (External Engagement) and Vice-Chancellor and President.
The PVC(IE) also holds responsibility for planning and expenditure relating to the ISSP program.
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i. Statement by the Indigenous Governance Mechanism
UQ continued to perform strongly in 2019 on a number of its Indigenous Engagement KPI; including continued growth in enrolments (with particularly strong HDR student growth); comparable student success on previous years and increased completions. Reconciliation Action Plan implementation was a priority in 2019, and there is already evidence of increased focus and coordination at the University on Indigenous matters. The PVC(IE) and Indigenous Engagement team worked closely with UQ’s Senior Management Group to operationalise aspects of the RAP, and embed actions and deliverables in UQ’s strategic and operational plans. A RAP oversight committee was established in 2019 to assist with implementation and project governance, and included representation of Indigenous students, staff and community members. A particular focus of the implementation was to develop strategies for greater student recruitment through competitive admissions pathways, targeted community engagement and aspiration programs, and greater opportunities in the way of scholarships and accommodation. UQ experienced strong growth in its Indigenous staffing numbers in 2019, almost doubling its numbers in a period of approximately 18 months, which helps to build greater cultural capacity within the university and provide strong role models for staff and students. Community engagement was a priority in 2019, both within UQ and externally, and a number of community events were held to celebrate Aboriginal and Torres Strait Islander excellence, and promote opportunities for learning and respectful engagement. Like many other Queensland universities, UQ predicts a decrease in enrolments in 2020 as a result of a smaller Year 12 cohort size and the effects of COVID-19, the full effects of which will be felt in future funding years. With regards to the current funding model, some consideration should be given to future proofing universities against the impact of external forces, such as changes in cohort sizes, economic crises etc. It is believed that Queensland universities will be disproportionately impacted in comparison to other states and territories.
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Additional information for completing the template
1 Include payments to all enabling students, including remote and regional students. 2 Include payments to all undergraduate students, including remote and regional students. 3 Include payments to all postgraduate students, including remote and regional students. 4 Only payments made during 2019 can be included in this table. For multi-year scholarship agreements, payments to be made in future grant years will be recorded in the performance reporting for the relevant future grant year. 5 Record the number of students (head count) not EFTSL. 6 Include both preserved and new ISSP scholarships. 7 Total of the four questions above. 8 Record only hours of instruction received by the students (do not include staff planning or organising time). 9 Include any costs associated with providing tutorial assistance, including staffing costs, materials, facilities etc. 10 Include a brief description of the activity. 11 Providers can either provide a breakdown of the major activities or a total for all the activities undertaken. Examples of activities may include mentoring, outreach activities, promotion of scholarships, events, elder-in-residence, career guidance etc. 12 Add more rows if necessary. 13 This figures in this column should be the sum of the relevant row. 14 Record the value of all verbal and written scholarship offers for the 2019 calendar year, including those offers that were not accepted by the student. Record the 2019 component of new scholarship offers and the planned 2019 value of previously awarded scholarships (including continuing scholarships and preserved scholarships). The recording of offers recognises provider efforts to support regional and remote students but also that universities cannot control whether students choose to accept offers of assistance. 15 This data confirms the provider’s compliance with Section 21(3) of the Guidelines. 16 Only record amounts which would/did require payment during the 2019 calendar year. For multi-year scholarship offers, payments to be made in future grant years will be recorded against the reporting for the relevant future grant year. 17 Note the data in this table is a subsection of the all student scholarship data provided in Table 1. 18 This section confirms that the provider complies with Section 35A of the Guidelines. 19 While universities report on the number of Indigenous staff members through mainstream reporting requirements, the additional information provided in this section provides enhanced monitoring of the university’s efforts in building its Indigenous workforce. 20 Record all Indigenous staff employed by the provider, including those not working on ISSP-related activities. 21 The numbers recorded here should be a headcount of staff and not the full-time equivalent. 22 There is no longer a requirement to break up these by faculty. Please group together results by level.