| Overall Rating | Gold |
|---|---|
| Overall Score | 73.80 |
| Liaison | Corey Peterson |
| Submission Date | June 2, 2022 |
University of Tasmania
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Sustainability
Team UTAS Infrastructure Services and Development |
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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?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
In accordance with requirements of the Workplace Gender Equality Act 2012 (WGEA Act), the University has an obligation to continue to work towards gender equality in the workplace and report annually to the Workplace Gender Equality Agency. The report includes the assessment, in relation to gender equality, of policies and strategies, governing bodies gender balance and targets, gender pay gap identification and commitments, employer actions on pay equity, employee consultation, employee work/life balance, employee support (e.g., paid parental leave, support for carers, sex-based harassments and discrimination, family/domestic violence).
In addition, the University continuously assess and internally reports (with data being available to all staff) on student diversity as an strategic KPI in student success, looking at socioeconomic level, indigenous status, disabilities, women in non-traditional areas, and students with a non-English speaking background.
In addition, the University continuously assess and internally reports (with data being available to all staff) on student diversity as an strategic KPI in student success, looking at socioeconomic level, indigenous status, disabilities, women in non-traditional areas, and students with a non-English speaking background.
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?:
No
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
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 is being brought to life through the People Strategy and College People Plans, both of which include firm commitments to meet gender equity targets.
Under the Strategic Plan, there is a central, stronger and more systemic commitment to diversity than ever before, with higher levels of accountability. Diversity numbers are 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, which has resulted in an increse in the number of female applications and approvals in the promotions round in late 2021 – another round will be commencing in May 2022.
• Recruitment panel composition requirements being considering and progress made with a newly appointed staff to the Talent and Acquisition Team, People and Wellbeing
• Elevated the voice of the CoSE Inclusion, Diversity & Equity Committee to the College Leadership Team. The CoSE CIDEC committee meets regularly, and will commence continued membership in the University Equity Committee
In March 2020, the University Executive Team approved the following changes for immediate implementation:
• All selection committees encouraged to 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, along with our College-based equity committees, will continue to drive our progress in this essential area.
Under the Strategic Plan, there is a central, stronger and more systemic commitment to diversity than ever before, with higher levels of accountability. Diversity numbers are 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, which has resulted in an increse in the number of female applications and approvals in the promotions round in late 2021 – another round will be commencing in May 2022.
• Recruitment panel composition requirements being considering and progress made with a newly appointed staff to the Talent and Acquisition Team, People and Wellbeing
• Elevated the voice of the CoSE Inclusion, Diversity & Equity Committee to the College Leadership Team. The CoSE CIDEC committee meets regularly, and will commence continued membership in the University Equity Committee
In March 2020, the University Executive Team approved the following changes for immediate implementation:
• All selection committees encouraged to 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, 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?:
Yes
A brief description of how the assessment results are shared with the campus community:
WGEA reported information is publicly available online at https://data.wgea.gov.au/organisations/1003, and a written report available via the UTAS Equity and Diversity website (https://www.utas.edu.au/gender-equity/resources/university-gender-related-initiatives,-guidelines,-policies-and-procedures).
In addition, all staff has access to the University Data Analytics system online. Data analytics provides information on staff diversity, including gender pay gap, age, disability flag, and cultural diversity. Data Analytics also hosts information on students' application, admissions, retention and completion is available by gender, age, disability flag, aboriginal status and country of origin.
In addition, all staff has access to the University Data Analytics system online. Data analytics provides information on staff diversity, including gender pay gap, age, disability flag, and cultural diversity. Data Analytics also hosts 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?:
Yes
The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.