Version: 21 October 2016
UNSW's 2025 Strategy includes a commitment to diversity under the Strategic Priority "Social Engagement" / Theme B1 "A Just Society. The key initiatives to deliver are:
B1.1 Staff Equity Program
B1.2 Student Equity Program
B1.3 Disability Action Plan
B1.4 Indigenous Program
B1.5 Equity, Diversity and Inclusion Champions.
Actions so far:
- UNSW Council approved targets for 2025: 50% females at Academic Levels D/E and 50% females at HEW10/10+.
- Diversity Champions appointed in April 2016; one each for Culture, Gender, Disability, Flexibility and Leave Options, LGBTQI; representing staff and students.
- An Equity Diversity and Inclusion Board is established (membership includes the Diversity Champions and Faculty Deans); inaugural meeting held in June 2016.
Equity Diversity & Inclusion Vision 2025
Our workforce reflects the diversity of the community we support. Our place of work is one of equity and inclusion where success is a result of the talents of all. Our people actively remove the obstacles faced by women, Aboriginal and Torres Strait Islanders and people with a disability, in particular, with respect to career development, returning to work, and promotion.
Initial observations / current state
UNSW Medicine performs well against most key measures, with good representation of women across senior levels and a reasonably inclusive culture, supporting diversity and equity. However, our workforce is not representative of the very population we support through our research and teaching. As such, our plan must focus on training, awareness and leadership across our staff and student cohort.
Faculty targets (to help close the gap between Vision 2025 and current state)
|Desired result and interim milestones|
|Target name and a brief definition/description (UNSW's aspiration)||31 Dec 2019||31 Dec 2022||31 Dec 2025|
|1. % female among Academic Staff at Level D and above (2016=37.2%)||41%||46%||50%|
|2. % female among Professional Staff at HEW10 and above (2016=50%)||50%||50%||50%|
|3. % UG domestic student intake from low SES background (2016=4.5%)||8%||9%||10%|
|4. % domestic student intake from indigenous background (2016=1.4%)||1.75%||2.5%||3%|
List the Key Performance Indicators (KPIs) that you intend to measure your progress
- Equity, Diversity & Inclusion Training: Participation of faculty staff in training and development programs run within the faculty and university, as well as externally. KPI to be measured annually.
- Attitudes & Awareness: Improved attitudes to and increased awareness of equity, diversity and inclusion initiatives and issues. KPI to be measured through periodic faculty and university-wide surveys.
- Representation: Improved diversity of representation on senior committees, selection panels, faculty support seminars, conferences and working groups. KPI to be measured annually.
- Internal Promotion: Increased promotion and selection of internal candidates for all new positions. Internal promotion opportunities to form part of annual performance review process. KPI to be measured annually.
- Induction Training & Exit Interviews: 100% completion of induction training for all new employees and exit interviews for all departing individuals.
- Pipeline: Improved progression of women through undergraduate, postgraduate and senior lecturer stages in academic career. KPI to be measured annually.
- School vs. Faculty Gender Balance: Improved consistency across all schools, centres and institutes with respect to gender balance at all academic and professional staff levels.
List the most important initiatives you plan to deliver / initiate during the next ten years
- Re-constitution of existing Faculty Gender Equity committee to reflect broadened scope of Equity, Diversity & Inclusion. The establishment of this new committee, with new membership and Terms of Reference, will have the full imprimatur of the Dean focussing on initiatives and actions to achieve the faculty's equity, diversity and inclusion targets.
- Assist the personal and professional development of women working in health and medical research related careers through support for leadership training and mentoring and sponsorship opportunities including the continued support for the UNSW Academic Women In Leadership and Professional Women in Leadership programs and the Franklin Women mentoring program.
- Support academic women return to work in either a full-time or part-time basis through the ongoing promotion and funding of the Apte Scholarship, as well as active promotion, through publication of a parenting handbook and other media channels, of other initiatives such as the Career Advancement Fund, Vice-Chancellors Childcare Fund and Heart Research Institute Career Re-start Grant.
- Develop and promote workshops to improve staff understanding of entitlements available to all staff. Topics to include parental and carers leave, observation of religious or cultural duties, voluntary flexible work arrangements, return to work, indigenous employment, etc.
- Develop and promote a suite of training programs for all staff focussing on topics such as unconscious bias, mental health awareness, LGBTQI awareness, workplace inclusion, working with people with disabilities, etc.
- Continue to actively target the recruitment of Indigenous students into our undergraduate and postgraduate programs, particularly within our Rural Clinical School.
- Continue to actively target the recruitment of Indigenous staff, in teaching, research, and professional and technical capacities.
- Undertake periodic surveys (aligned with any university-wide surveys) to understand attitudes to and the level of awareness of equity, diversity and inclusion issues and initiatives in order to assess longitudinal changes within the faculty.
- Implementation of the Panel Pledge in UNSW Medicine. All Level D and above, and all HEW 10 and above staff to commit to and sign the Panel Pledge.
- Undertake a review of Medicine's recruitment and promotion process to ensure meritorious outcomes, in line with Athena Swan principles and Male Champions of Change recommendations.
- Gender Equity
- Low Socioeconomic Status
- Cultural and Linguistic Diversity