| Overall Rating | Gold |
|---|---|
| Overall Score | 68.44 |
| Liaison | William Van Ausdal |
| Submission Date | July 9, 2024 |
Flinders University
EN-3: Staff Engagement and Training
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 8.00 |
Does the institution have at least one voluntary network or engagement program open to non-academic staff that is sustainability-focused?:
Narrative and/or website URL providing an overview of the sustainability-focused staff networks and engagement programs:
Sustainability Advisory Group
The Sustainability Advisory Group (SAG) was formed in 2017 with the primary purpose of assisting the
University to develop and deliver a strategy and plan to improve our sustainability performance and
contribute to delivery of the University 2025 Agenda. The original purpose of the advisory group was to advocate and champion sustainability in research, teaching and operations; to assist in delivering on the vision and actions of the Sustainability Plan to 2025; to consider new project proposals in context of delivering the Plan; to assist with development of internal/external funding requests; to participate in delivery of projects consistent with role or research speciality; to review project outcomes in line with Plan.
Since then it has achieved several outcomes in line with the 2025 Agenda, including a new 2030 Sustainability Strategy. Purpose for the SAG has moved to oversight of the Sustainability Working Groups.
Sustainability Working Groups
To implement the actions outlined in the 2030 Sustainability Strategy, four sustainability working groups were formed, with membership consisting of the Sustainability Advisory Group Members as well as additional experts from within the University. These groups focus on specific themes which includes:
- Business Travel and Offsetting
- Embedding Sustainability into Curriculum
- Sustainability Staff Inductions
- Public policy advocacy to support sustainability
The expectation is that additional Working Groups will be formed over the next few years to support full implementation of the Strategy.
Sustainability and Health Working Group
The Sustainability and Health Working Group is group formed in 2023 within the College of Nursing and Health Science. It aims to increase awareness and education around sustainable practices and links to health. There are 9 staff members from across the college working on the key objectives from the CNHS Sustainability and Health Action Plan. The group's achievement so far include:
- Conducting a bin audit across Sturt campus
- Reactivating the Sturt Community Garden
https://staff.flinders.edu.au/colleges-and-services/cnhs/working-groups
HASS Sustainability Working Group
The Humanities, Arts and Social Science Working Group consists of two academics and two students. The group created and implemented a HASS Sustainability Statement which aligned with the 2025 Flinders sustainability strategy. The group is currently working on various sustainability initiatives including:
- Incorporating a sustainability goal into the College of HASS 2023-2025 Strategic Plan
- Collaborating with the Library to integrate SDGs into Research Now
- Encouraging staff to calculate their ecological footprint to raise awareness
- Revision of their Action Plan and statement after the publication of the new 2030 Flinders Sustainability Strategy
Does the institution have at least one staff network or engagement program focused on a topic other than sustainability that is advancing ecological integrity and/or racial equity and social justice?:
Narrative or website URL providing an overview of the staff networks and engagement programs that are advancing ecological integrity and/or racial equity and social justice:
Most Colleges have their local Equity, Diversity and Inclusion Action Groups or Committees. Examples:
HASS Equity Diversity and Inclusion Action Group
See HASS strategy document
S&E Equity, Diversity and Inclusion Action Group
The purpose of the Equity Diversity and Inclusion Action Group (EDIAG) in the College of Science and Engineering (S&E) is to develop and implement College specific action plans that enhance the College of Science and Engineering as an equitable, diverse and inclusive place to work and study. The EDIAG will be responsible for developing and implementing actions that align with the University’s strategic objectives covered in the Reconciliation Action Plan (RAP), the Athena SWAN Action Plan, the Disability Action Plan and other diversity programs.
MPH Gender Inclusion, Diversity and Equity (GIDE) Committee
The Gender Inclusion, Diversity and Equity (GIDE) Committee was established to inform, lead and implement a range of strategic priorities for the College of Medical and Public Health at Flinders University to provide a safe, collegial and fair environment that is characterised by equity, respect and inclusivity. The committee has developed a GIDE strategy for the College to frame this work and seeks to work alongside and in support of the Reconciliation Action Plan and other key strategies and priorities.The committee has undertaken a range of activities over recent years including implementing a promotion support scheme for women and diverse staff, developing Relative to Opportunity promotions and grant assessment guidelines, celebrating important events (e.g. International Women’s Day, Pride in STEM), contributing to the CMPH anti-racism strategy, and providing input to other committees and CMPH Executive.
(https://www.flinders.edu.au/health-medical-research-institute/about-us/gide)
Pride Network
The Pride Network comprises staff and students who are knowledgeable in, receptive to and understanding of LGBTQIA+ issues.Pride Network members provide a safe place to talk for members of the Flinders community who seek support in a confidential environment. They act as a contact point for staff or students and are able to discuss LGBTQIA+ issues in essays, curriculum, finding information, resources, support, coming out and other life issues.Pride Network members are representative of the entire Flinders community and are therefore not identified on the basis of their sexuality.
Points earned for indicator EN 3.1:
Does the institution make available sustainability-focused training opportunities to non-academic staff on at least an annual basis?:
Description of and/or website URL for at least one of the institution’s sustainability-focused staff training opportunities:
Points earned for indicator EN 3.2:
Does the institution collect data on the extent of employee participation in its sustainability activities?:
Percentage of employees that participate in sustainability activities:
Approach used to determine the percentage of employees that participate in the institution’s sustainability activities:
Narrative outlining how employee participation in the institution’s sustainability activities was determined:
All staff participate in day to day green office activities, for example around waste management, recycling, use of recycled paper, automated switch off of lights and air conditioning, and other standard or mandatory sustainability related policies and programs.
Additionally, many staff members participate in smaller and medium sized events, including the annual Reconcilliation Week (https://www.flinders.edu.au/engage/culture/national-reconciliation-week); development of the Sustainability Strategy and Reconcilliation Action Plan; health and wellbeing activities across the year (https://staff.flinders.edu.au/workplace-support/whs/health-and-wellbeing/health-wellbeing); exhibitions at the Flinders University Museum of Art; the community garden; or through participation in sustainability related surveys.
We also looked at attendance (for in person training) or completion (for online training) to the sustainability related training options mentioned in EN3.2. Datasets were requested on training attendance of the following internal training options in the area of social sustainability:
• Equal Opportunities Modules 1-4
https://ienrol.flinders.edu.au/index.php/course/HAF06
https://ienrol.flinders.edu.au/index.php/course/HAF07
• LGBTQ – Empowering Allies Training
https://ienrol.flinders.edu.au/index.php/course/HIA5
• Foundations of LGBTQ Inclusion
https://ienrol.flinders.edu.au/index.php/course/FOLI
• Health and Wellbeing
https://ienrol.flinders.edu.au/index.php/course/HWB
We used one year of data for each of these training options. We found that 1142 different staff members attended/completed one or more of these training options in one year. We have used number of employees (headcount, including casuals and parttime staff) for 2023 to calculate a training attendance ratio: 1142/3484 = 33%
For some training sessions, the data available covered more than one year (FOLI 1 year, HAF 3 years, HIA 2 years and HWB 1.5 years). If we look at all available data across 2021, 2022 and 2023, we found that over 1800 different staff members followed one or more of the above training sessions in total. We were however unable to account for staff turnover between years to calculate the most appropriate total number of employees, which is why we used attendance data for one year only for our percentage of employees participating. However, if we take into account training that was taken in previous years, numbers indicated that a large portion of our staff have completed one of more of the above training sessions during the past three years.
Points earned for indicator EN 3.3:
Notes about the information provided for this credit:
Additional documentation for this credit:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.