1. Professor Denise Bradley AC January 2010

2.  Unprecedented change driven by transformative technologies in a globalizing world  Increased proportion of population with higher level skills (diploma and above) is now a critical advantage  National productivity underpinned by tertiary education participation  Concerns about economic, environmental and social sustainability

3.  Connections between higher education, research, innovation and economic development now widely accepted as critical for regions and nations  Rise of the education services market  An excellent system or some excellent universities?  No settlement on public/ private balance in funding tertiary education  Significant attention outside education system to economic benefits of higher skill levels

4.  Women the majority of u/g students in many countries  Greater spread of female u/g enrolments across discipline areas also evident  Higher degrees are more likely to show older patterns of stereotyping but that is disappearing relatively quickly  But still profound gender gap in access to HE in many countries

5.  Poorly represented in positions of power whether as academic or professional staff  Often less research output and interrupted career trajectory among female academics  Where present usually leaders in female enclaves- institutions or discipline areas  Few signs of significant change

6.  More girls than boys have successfully completed schooling since late 1970s  More girls than boys have entered undergraduate education since 1980s  Numbers of women in higher degrees rose substantially in 1990s  Sex stereotyping in course choice remains but huge increases of women in high status professional courses like medicine, law and veterinary science

7.  Affirmative action legislation with mandatory reporting for universities since 1986  Change did follow the legislation but it has stalled  Progress 2003-2007  23% of VCs (30% in 2004)  22% of DVCs and PVCs( 21% in 2003)  38% of most senior administrators (unchanged since 2003)

8. Education Australia ranks with 25 other countries as equal first in closing the gender gap in educational attainment But work and power But Australia is 29 th in economic participation and opportunity and 39th in political empowerment So... Equal access to HE is not a panacea for all ills (even those in HE)

9.  Intensification – time and commitment  Persistence of stereotypes about men’s and women’s attributes and skills  Nationally, lack of good child care arrangements  Choices in early stages of employment - career building or nest building

10.  Intensely competitive rather than collaborative  Career is made early in many fields  Still evidence that weight of research rather than its impact matters  Some fields have greater status than others  Overseas experience and mobility matter  Time served still seems to be important

11. In each country we need to assess progress. Broad generalisations about women’s access to higher education or to employment in HE internationally are no longer helpful or effective in planning for intervention Accept things have changed in many places Argue that HE is critical for national competitiveness and everyone with talent needs to be participating Refine the argument

12. The fairness argument should be run together with the national interest argument Combine old and new arguments Use international HE forums to showcase national or institutional successes and to highlight failures Go international

13. If data on female student and staff participation is not available – organise to argue for that as a first step to change Data First Form women’s networks in HE to lobby peak bodies and politicians about the arguments for a better deal for women Network

14. Support researchers who are investigating the role of women in the academy and in the workforce Support research Connect to international networks of women in Higher Education Work internationally

15.  Be optimistic- much has changed already  The intense pressure to compete globally will force national governments to take very seriously the use of all the talent available... and  History is on our side