Melbourne Graduate School of Education Equal Opportunity

Equal Opportunity Strategic Plan 2008-2010

Introduction

In 2005 the Faculty of Education Faculty Board approved the revised Faculty of Education Equal Opportunity for Women in the Workplace (EOWW) Strategic Plan 2006-2008. Embedded within this plan was the goal to continue to raise the profile of cultural diversity and equity alongside equal opportunity for women in the Faculty. In order to advance this broader objective it was decided to synthesise the existing Faculty of Education EOWW Strategic Plan 2006-2008 with Equity and Access and Cultural Diversity plans to produce a coherent Faculty of Education Equal Opportunity Strategic Plan (EOSP) 2006-2008. It was envisaged that the Faculty of Education EOSP 2006-2008 would be a critical vehicle though which to promote the central importance of actively building a workplace culture that respects and values a diverse and harmonious teaching and scholarly community that supports staff and students to realise their full potential. Contained within the Faculty of Education EOSP 2006-2008 were clear accountability mechanisms that would assist the Dean and Assistant Dean (Equal Opportunity) to continuously monitor and evaluate its success in this regard.

In 2007, the Faculty of Education Equal Opportunity Strategic Plan 2006-2008 was reviewed and revised to create a coherent framework for the Faculty of Education as it implemented Growing Esteem and restructured itself into a graduate teaching and research institution during 2008-2010. Integrated within this framework is the recognition that 2008-2010 represented a major period of change for staff within the newly formed Melbourne Graduate School of Education (MGSE). Against this background it is intended that Melbourne Graduate School of Education Equal Opportunity Strategic Plan 2008-2010 will remain an important mechanism through which the principles of transparency, fairness and equity inform and drive the processes of managing change in the MGSE this time. The Assistant Dean (Equal Opportunity) with members of the Equal Opportunity in Education Advisory Committee will continuously monitor the MGSE Equal Opportunity Strategic Plan 2008-2010 so that it best reflects any future changes that may occur in the broader operative environment.

Contents

Equal Opportunity for Women in the Workplace
Equity and Access in Teaching, Learning, Research and Knowledge Transfer
Cultural Diversity in Teaching and Learning

Equal Opportunity for Women in the Workplace

MGSE Equal Opportunity Strategic Plan 2008-2010

Preamble

Central to the Melbourne Graduate School of Education’s endeavours is the importance of creating and sustaining a workplace that respects and supports the important contribution of women to its life and reputation. The Staff Equity and Diversity Framework 2007-2012 is a key vehicle through which this commitment can be realised as it encourages the integration of equal opportunity principles into the planning, policy and practices that shape the faculties and graduate schools that make up the University of Melbourne.  Additionally the Melbourne Graduate School of Education’s EOWW Strategic Plan represents a useful accountability mechanism that helps to ensure the MGSE is pro-active in supporting the full participation of women in its teaching, research and knowledge transfer programmes, policy development and management.

The following priorities and strategies have been formulated directly around five key principles. First, positioning our plan within the University’s EO/EOWW framework, in particular the Staff Equity and Diversity Framework 2008-2012. Second, aligning our plan with the University’s plans Growing Esteem: towards 2015 and The Melbourne Vision and the Melbourne Graduate School of Education’s Business Plan 2008–2009. Third, utilising quality assurance frameworks such as Creating the E/Quality Workplace. A Guide for Heads of Departments on Implementing Equal Opportunity for Women in the Workplace. Fourth, responding to staff feedback from the Work Experience Survey Melbourne Graduate School of Education Equal Opportunity Advisory Committee (November 2003) and fifth, strengthening accountability for EOWW through appraisals of Heads by Deans, the inclusion of specific EOWW priorities in the Melbourne Graduate School of Education’s Business Plan, in clear responsibilities being allocated in the EO/EOWW plan and through the use of statistical reporting.

The Melbourne Graduate School of Education strives to continue to build a workplace culture that is founded on a genuine commitment to equity and the full participation of women. The Equal Opportunity for Women in the Workplace Strategic Plan 2008-2010 is an important mechanism through which this commitment will be achieved and monitored.

Priority 1: Developing a workplace culture in the Melbourne Graduate School of Education that values and supports equity and diversity.

1.1                  To recognise the contribution of part-time staff.

Strategies

1.2                                    To ensure that part-time staff are treated fairly and equitably in the promotion process.

Strategies

1.3                   To have a fair and equitable promotion and development processes for a diverse range of staff within the MGSE.

Strategies

1.4                   To support the development of early career staff members through opportunities to develop teaching and research skills (EOWW).

Strategies

1.5                  To recognise the rights of employees with family responsibilities.

Strategies

1.6                   To ensure that women are appropriately represented in key decision-making and advisory committees in the MGSE.

Strategies

1.7                   To recognise the work of anti-discrimination, sexual harassment and workplace bullying advisers in the MGSE.

Strategies

Priority 2: Developing a workplace culture that values and supports equity and diversity as the Melbourne Graduate School of Education restructures itself into a graduate teaching and research institution.

2.1                   To ensure that existing staff (academic and professional) are given the proper level of support to meet the demands of the Melbourne Model.

Strategies

2.2                   To ensure that women in the professional staff have the opportunity and relevant MGSE support to undertake staff development and training programmes.

Strategies

2.3                  To ensure that women in the academic staff have the opportunity and relevant MGSE support to undertake training programs.

Strategies

2.4                  To establish opportunities for staff at all levels to gain an understanding of the University’s processes and policies.

Strategies

Priority 3: Enhancing equity in the research environment.

3.1                  To ensure equity for research-only staff.

Strategies

3.2                  To ensure that research initiatives are promoted to all staff within the MGSE.

Strategies

3.3                  To encourage more applications for SSP (long) leave.

Strategies

3.4                  To develop and implement policies that will ensure an equitable environment that supports the research performance of all staff.

Strategy

3.5                  To develop policies and initiatives that support women early career researchers to complete a doctoral qualification and develop their research profile.

Strategies

3.6                  Monitoring research outcomes by gender and evaluating the impact of the ERA and Melbourne Model on equity within the research environment of the MGSE.

Strategies

Priority 4: Providing a work environment that supports access and equity for staff from linguistically and culturally diverse backgrounds.

4.1                  To ensure that recruitment and retention processes are fair and equitable.

Strategies

4.2                  To acknowledge the contribution made to the MGSE by women from linguistically and culturally diverse backgrounds.

Strategies

Priority 5: To provide a work environment in the Melbourne Graduate School of Education that is free from all forms of discrimination and harassment.

5.1                  To ensure the completion of the on-line training program in workplace discrimination and harassment is a requirement for all staff in the MGSE.

Strategy

Priority 6: Implementing planning and accountability processes to support the achievement of staff equity and diversity goals and targets.

6.1                  To implement recommendations from the MGSE Work Experience Survey and create new opportunities for staff feedback.

Strategies

6.2                   To develop a reporting mechanism through which to gauge progress made against the strategies set out in the EOWW Strategic Plan.

Strategies

6.3                   To continue to raise the profile of cultural diversity and equity within the MGSE.

Strategies

Equity and Access in Teaching, Learning, Research and Knowledge Transfer

MGSE Equal Opportunity Strategic Plan 2008-2010

Preamble

A key goal driving the Melbourne Graduate School of Education is its underlying commitment to providing a workplace culture for its staff and a learning culture for its students that is founded on the principles of equity and access.  In order to achieve this goal it is important to link equity and access principles to the planning and decision-making processes across the MGSE. The Equity and Access in Teaching, Learning, Research and Knowledge Transfer Strategic Plan is an important step in this regard. The goals and strategies embedded in this document are in alignment with current University plans and the equity and access objectives contained within them, most notably the 2008 University Plan, the Equal Opportunity Policy and the Staff Equity and Diversity Framework 2008-2012 and the University of Melbourne Equity and Diversity Planning (EDP) Operational Plan 2007. Clear accountability mechanisms have been embedded within the plan so that the MGSE’s practice and aspirations can be promoted and monitored over time.

Equity is achieved through an environment that provides fair treatment for all without unlawful discrimination, harassment or vilification. The University values and promotes diversity in both its staff and students, recognising that diversity of individuals and groups is a strength and an asset.  Diversity encompasses difference based on:

 

The Melbourne Graduate School of Education sees equity and access as fundamental to providing quality teaching, learning, research and knowledge transfer cultures. The Equity and Access in Teaching, Learning, Research and Knowledge Transfer Strategic Plan provides a vehicle through which these principles can be realised and enacted in the MGSE.

There are equity and access priorities that cover all members of the MGSE Community, some that are specific to staff, and some that are specific to students.2

Priority 1:  To maintain and promote a culture in which discrimination is not tolerated.

Strategies

Priority 2:  To maintain access to facilities that supports equally the work of all members of the MGSE community.

Strategies

Priority 3:  To ensure that all learning, teaching, research and knowledge transfer within MGSE is undertaken in a mutually respectful atmosphere, sensitive to the cultural diversity within the MGSE community.

See the Cultural Diversity Policy (below). 

Priority 1:  To extend access to our courses for students from disadvantaged backgrounds.

Strategies

Priority 2:  To support International, local Language Background other than English (LBOTE) and Indigenous students with their specific learning needs.

Strategies

Priority 3: To support students with a disability in entering and achieving success in studies and research.

Strategies

Priority 4:  To support mature age students and students with family responsibilities in entering and achieving success in studies and research.

Strategies

Priority 5:  To ensure that there is equal access for all students to MGSE facilities and a positive Melbourne Experience.

Strategies

Priority 6:  To ensure all students develop an awareness and acceptance of principles of equity, so that they are committed to eliminating inequalities in society.

Strategies

Priority 1:  To maintain and further develop a workplace culture in the Melbourne Graduate School of Education that values and supports equity for women.

See the Equal Opportunity for Women in the Workplace Policy (above).

Priority 2: To encourage the recruitment of staff from linguistically and culturally diverse backgrounds.

See the Equal Opportunity for Women in the Workplace Policy (above).

Priority 4:  To encourage and provide support for research on equity in MGSE

Strategies

Priority 5:  To support the promotion of equity and access in the broader community through MGSE knowledge transfer activities.

Strategies

Priority 6: Implementing planning and accountability processes to support the achievement of staff equity and diversity goals and targets.

Strategies


Cultural Diversity in Teaching and Learning

MGSE Equal Opportunity Strategic Plan 2008– 2010

Preamble

In 2002 the University of Melbourne published a revised version of its Cultural Diversity Policy in which it affirmed the value of cultural diversity in all aspects of university life and committed the University to embed the principles of cultural diversity in its teaching, learning and research practices. In this context the University acknowledges that cultural diversity encompasses difference based on:

The annual Cultural Diversity Audit conducted through the Access and Equity Committee is the key way that faculties and graduate schools report against this policy.

In 2004 the University reaffirmed the Cultural Diversity Policy and directed attention towards actively enacting its commitments in the 2005 Teaching and Learning Management Plan. This plan identifies specific strategies through which the University will drive its management of teaching and learning policies. It directly addresses the place of cultural diversity in teaching and learning at the University in strategy 1:  Promote sensitivity to the diversity of the University community through teaching and learning.

In addition, in April 2004 the Academic Board adopted nine recommendations from the Students from Asia: Issues in Learning and Teaching report published in 2003. These recommendations identify policy, monitoring and reporting, communications strategies and staff development as key areas to target in addressing learning and teaching with students from Asia.

These two documents provide a framework through which the Melbourne Graduate School of Education can reflect on and develop its own strategic priorities to affirm cultural diversity in all aspects of its work and to embed them in teaching and learning within the MGSE. A Cultural Diversity Strategic Plan offers a mechanism through which this commitment can be achieved and monitored. It can build from and strengthen cultural diversity initiatives undertaken to date and provide a basis for strengthening accountabilities for this work across the Faculty.

There are several key documents that frame Melbourne Graduate School of Education Cultural Diversity in Teaching and Learning Plan 2008– 2010:

Drawing on these documents it is proposed that five priority areas underpin the goals and strategies for developing best practices for Cultural Diversity over the next 3 years:

Priority 1: Developing a diverse and inclusive teaching environment

1.1                  To ensure staff are knowledgeable in best practices for inclusive curriculum, teaching and learning.

Strategies

Establishing a working party of the Equal Opportunity in Education Committee that focuses on:

1.2                   To recognise and reward staff who implement best practices in inclusive learning, teaching and assessment strategies for linguistically and culturally diverse student groups including those students with disability.

Strategies

Priority 2: Developing a diverse and inclusive learning environment

2.1                   To identify and share best practices in inclusive learning, teaching and assessment strategies for linguistically and culturally diverse student groups including those students with disability.

Strategies

2.2                   To increase enrolment and retention of international students within the Academic Programs.

Strategies

Priority 3: Managing a diverse and inclusive teaching and learning environment.

3.1                   To improve the skills of administrative staff in developing and managing inclusive administrative policies and practices.

Strategies

Priority 4: Providing a work environment that promotes the contribution made by staff and students from linguistically and culturally diverse backgrounds.

Strategies

Priority 5: Implementing planning and accountability processes to support staff and students from linguistically and culturally diverse backgrounds.


Adapted from the Staff Equity and Diversity Framework 2008-2012

The Equal Opportunity Policy  (Section21.1.3 Personnel Policy and Procedures Manual) is organised around these three aspects.

Adapted from the Staff Equity and Diversity Framework 2008-2012

top of page