1. MISSING THE SAFETY NET: (RE)DEFINING ‘EQUITY’ IN AUSTRALIAN HIGHER EDUCATION Dawn Darlaston-Jones, University of Notre Dame, Australia

2. Legal Framework to Equity Access  Federal & State Law:  Equal Opportunity Act (Cmwth) 1987  Australian Human rights Commission Act 1992  Disability Discrimination act 1992  Racial Discrimination Act 1975  Sex Discrimination Act 1984  Age Discrimination Act 2004

3. University Regulations & Policies  General Regulations  Assessments  School Regulations  Assessment & Examinations  Disability Access

4. Assessment Policy  6.3 Deferred Assessment (excluding examinations)  6.3.1 In circumstances where illness or other exceptional personal circumstances have seriously impaired a Student’s performance, the Student may apply in writing for deferred assessment (in the form prescribed by the Campus Registrar’s Office) to the Dean. This Regulation does not apply to deferral of examinations.  6.3.2 The Student’s application for deferred assessment must: (a) include a statement of the reasons for seeking deferment, together with supporting evidence: (i) if the application is on medical grounds - a medical certificate must be attached to the application; (ii) if the application is made on non-medical grounds - the Student may be required to supply such additional evidence as the University considers appropriate in the circumstances; and

5. School Regulations  6.4 Extensions on continuous assessment items (excluding examinations)  6.4.1 A student may apply in writing before the due date for an extension of time within which to submit a piece of continuous assessment without penalty to the Dean (or delegate) setting out the grounds for the application. Such application must be accompanied by appropriate supporting documentation, such as a medical certificate.

6. So what….?  One-size-fits-all doesn’t work  BUT….neither does a profile approach!!  Cultural Change  Universities MUST expect and address difference Policy Pedagogy Practice  Cultural Capital (Bourdieu, 1990)

7. Respecting Diversity  Intercultural campus Content Resist effects of globalisation Textbooks Content Regional relevance but nested in a global reality Learning environment Multifaceted Assessments Attendance Opotow (1990) scope of justice

8. Macro & Micro Change  Learning how to learn  Cultural capital  Flexibility  Academic AND Social integration  Focus on learning not grades  Multiple modes (if practical) Resources Impact on staff Training Workload Work life balance  Child care On campus Subsidies  Validate multiple roles Study/work/life balance On-campus employment? Skills based training Risk of exploitation?

9. Equity vs Equality  Misunderstood concept  Relationships Mutual respect Trust Open transparent communication  Students as people Case by case response within a framework of equity Increases student engagement = increases student learning = increases outcomes = increases retention More information… dawn.darlaston-jones@nd.edu.audawn.darlaston-jones@nd.edu.au Paper available from http://www.groups.psychology.org.au/GroupContent.aspx?ID=883#Vol19-2