Overall Rating Silver
Overall Score 50.94
Liaison Corey Peterson
Submission Date July 15, 2020

STARS v2.2

University of Tasmania
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
0.75 / 1.00 Sustainability Team
Infrastructure Services and Development
"---" indicates that no data was submitted for this field

Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

The Athena SWAN Charter (https://www.ecu.ac.uk/equality-charters/athena-swan/) provides an evaluation and accreditation framework to help improve gender equity policies and practices in academic institutions, with demonstrable results in the United Kingdom. The University of Tasmania is an inaugural member of the Science in Australia Gender Equity (SAGE) Pilot of Athena SWAN.
As part of the process, the University of Tasmania conducted a Gender Equity Survey in 2018 for staff and Higher Degree Research students. Information collected from the survey focussed on five key themes: career pathway; flexible work arrangements; parenting, caring needs and career breaks; workload allocation; and workplace diversity . The results in each theme was analysed by the following groups: men; women; transgender and non-binary people; lesbian, gay, bisexual, transgender, queer, intersex, asexual (LGBTQIA) and gender diverse community; disability/medical condition; Aboriginal and Torres Strait Islander peoples; and primary carer or share care giving. The reason for analysis by diverse groups is to explore how the interaction between gender and other identity traits (e.g. race, sexuality, class, ability, age, etc.) and personal circumstances shape and influence people’s experiences. This is known as an intersectionality approach. To be able to address the needs of the University community we need to understand the experiences of staff beyond gender.

Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:

Does the assessment process address student outcomes related to diversity, equity and success?:

Does the assessment process address employee outcomes related to diversity and equity?:

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:

Under UTAS Strategic Plan 2019-2024, gender equity and diversity have now been thoroughly embedded as defining values and priorities. This will be brought to life through the People Strategy and College People Plans, both of which include firm commitments to meet gender equity targets. These strategies were not yet in place when an application for accreditation through the pilot program of the international Athena SWAN charter was submitted in March 2019, hence the University was unsuccessful in the application for an Athena SWAN Bronze Award. Nevertheless, the process has been a catalyst for action on gender equity not just in STEMM disciplines, but throughout our University.
Between March and September 2019, progress was made. Under the new Strategic Plan, there is a central, stronger and more systemic commitment to diversity than ever before, with higher levels of accountability. Diversity numbers are now being reported quarterly at Council and Senate meetings. Examples of progress made to date include:
• Changes to academic promotion to allow for more flexibility in career progression
• Introduced recruitment panel composition requirements
• Improved Women in Leadership program, also creating additional places
• Elevated the voice of the CoSE Inclusion, Diversity & Equity Committee to the College Leadership Team
In March 2020, the University Executive Team approved the following changes for immediate implementation:
• All selection committees will include a mix of genders, with a minimum of 40% women;
• Final-round interview panels for senior positions will have a mix of genders, with at least one woman and one man;
• College and divisional leadership teams with membership of less than 30% women must seek the Provost’s approval for any changes to membership which do not improve gender representation;
• Formal, recurrent meeting times at the University should fall between 9.30 am-2:30 pm to ensure family-friendly schedules where possible;
• Panels at University-sponsored events and conferences must include at least one woman;
• Improved support for staff who are undergoing gender affirmation/transition with the provision of 10 days’ paid leave, in addition to other leave;
• Leadership teams will include an ‘inclusion, diversity and equity’ agenda item regularly
The University-wide Inclusion, Diversity and Equity Committee headed by PVC Culture and Wellbeing – along with our College-based equity committees – will continue to drive our progress in this essential area.

Are the results of the most recent structured diversity and equity assessment shared with the campus community?:

A brief description of how the assessment results are shared with the campus community:

The Gender Equity Survey 2018 results are available to the university community via the University's internal communication network.
In addition, all staff has access to the University Management Information, Analysis and Planning (UMAP) system online, where information on students' application, admissions, retention and completion is available by gender, age, disability flag, aboriginal status and country of origin

Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:

The diversity and equity assessment report or summary (upload):

Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts 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.