1. Improving Access and Success
Trudie McNaughton
Pro Vice-Chancellor, Equal Opportunities
The University of Auckland
Forum on Higher Education and Social Inclusion
Melbourne 16 July 2008

2. Equity and Excellence at The University of Auckland
Equity non-negotiable in NZ context
Formal recognition of special relationship with Māori under the Treaty of Waitangi
Statutory obligations
University’s own commitments to equitable student access and success
Public expectations, national identity

3. The University of Auckland Commitment
Providing equal opportunities to all who have the potential to succeed in a university of high international standing (Strategic Plan )
Tertiary Education Commission approved Investment Profile
University Charter
Undergraduate Admissions and Equity Taskforce Report

4. New Zealand Policy Context
Strong focus on economic transformation, productivity and labour market participation
Skills Strategy – limited focus on “higher skills”
Tertiary policy - Tertiary Education Strategy

5. New Zealand Policy Context ctd
Schools Plus policy under development– limited focus on universities compared with other tertiaries
Ka Hikitia; Managing for Success, Māori Education Strategy

6. Goals of Ka Hikitia: Managing for Success, Māori Education Strategy include
Increase Māori school leavers qualified to attend university from 14.8% in 2006 to 30% by 2012.
Increase the first year degree programme retention rate for 18–19 year-old Māori students from 81% in 2006 (based on the 2005 cohort) to 88% in 2012 (based on the 2011 cohort).

7. UoA Undergraduate Admissions and Equity Taskforce Context
Strategic Plan – increase student numbers by average 1% pa, shift student profile so postgraduate students move from 18% to 22% of total
TEC funding only for agreed number of students
Tertiary policy of differentiated tertiary sector
UoA limited entry for undergraduates from 2009

8. UoA Undergraduate Admissions and Equity Taskforce Context ctd
Māori and Pacific school students disproportionately concentrated in low decile schools and leave school with lower levels of achievement than peers
UoA admits a high proportion of Māori and Pacific students who gain University Entrance.

9. UoA Undergraduate Admissions and Equity Taskforce
Commitment to equity and excellence
International benchmarking to establish principles for admissions system
Admission on achievement AND potential

10. Ambitious goals for Māori and Pacific student admissions
Two stages:
Match the proportion of Māori and Pacific school leavers admitted with proportion of such students in Auckland and Northland gaining University Entrance (retaining current special admissions student numbers)
Match the proportion of enrolled Māori and Pacific students with proportion of Māori and Pacific people over 15 in University’s regional population within five years

11. UoA response to challenge of educational inequities
Senior positions Pro V-C Māori Pro V-C EO, and specialist resources eg in EO Office
EEO initiatives to increase staff diversity
Teaching and learning to meet diverse student needs
Enhance data on students with disabilities and low SES students participation, retention and achievement
Research eg Starpath Project
Knowledge transfer eg policy makers, education sectors
Develop Māori and Pacific student recruitment strategy and admission processes in an inclusive manner, with case management approach to equity groups

12. UoA response to challenge of educational inequities
Scholarships
Retention and enhancement of learning and other support structures
Admissions system to include single ranking system to measure academic achievement and other factors such as interviews, portfolios, differential rank scores, targeted admissions schemes

13. UoA response to challenge of educational inequities
Publish indicative rank scores annually
Students admitted with low rank scores be required to participate in learning support programmes and their performance monitored

14. UoA response to challenge of educational inequities
Foundation programmes; guarantee those who complete successfully a UoA place
Work with other tertiaries on pathways from foundation and diploma programmes to degree study at UoA
Targeted admissions schemes to assist in meeting goals for under-represented groups
Monitoring implications of limited entry, including changes to unsatisfactory progress regulations

15. E koe koe te tui, e ketekete te kaka, e kuku te kereru.
The tui sings, the kaka chatters and the pigeon coos.
A reflection of the richness diversity brings. (Whakatauki - Māori proverb).