|Submission Date||July 15, 2020|
University of Tasmania
PA-5: Diversity and Equity Coordination
|1.78 / 2.00||
Infrastructure Services and Development
Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights?:
Does the committee, office and/or officer focus on students, employees, or both?:
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
The University Equity Committee provides a forum for the discussion of inclusion, equity and diversity issues, generating ideas and initiatives that build momentum and contribute to the communication and reinforcement of shared values to support a culture of inclusiveness within the University. The Committee also plays a key role in the development of the University’s Inclusion, Diversity and Equity Strategy and progressive implementation of its objectives.
Some example key activities of the Equity Committee include:
- Brestfeeding on campus: The University welcomes and actively supports staff and students wishing to manage parenting responsibilities and their employment or study commitments. The University is accredited as a 'Breastfeeding Friendly Workplace' through the Australian Breastfeeding Association (ABA) and the benefits are for all members of our community.
- Children on University campuses: The University recognises that family responsibilities are not confined to social or private realms of life but are the concern of the University community as a whole. Supervisors and lecturers shall treat requests to bring children on campus sympathetically and no reasonable request should be refused. Requests shall be treated with flexibility and sensitivity.
- Workplace flexibility: The University recognises that staff members have personal responsibilities outside the workplace. The University provides a range of flexible working arrangements in order to assist staff members in managing their work and personal responsibilities; and to attract and retain staff members.
Estimated proportion of students that has participated in that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
A brief description of the institution’s cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
- Equal Opportunity Online (compulsory): The University of Tasmania aims to enable an inclusive and diverse environment in which all students and staff are treated fairly and equitably; free of harassment and discrimination. To raise the awareness of staff about harassment and discrimination issues, and to be clear about expected standards of behaviour we require all newly appointed staff to complete the online equal opportunity training program (https://www.utas.edu.au/equity-diversity/resources-and-training-opportunities)
- Staff also have the opportunity to do additional training including Workplace Support Contact Officer training (https://www.utas.edu.au/__data/assets/pdf_file/0007/1092175/UBCO-Poster.pdf), LGBTI awareness and Ally training (https://www.utas.edu.au/equity-diversity/ally-network), unconcious bias or Mental Health First Aid
STUDENTS have access to the following training opportunities
- LGBTI awareness and Ally training (https://www.utas.edu.au/equity-diversity/ally-network)
Website URL where information about the institution’s diversity and equity office or trainings is available:
Additional documentation to support the submission:
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 and complete the Data Inquiry Form.