UniSC is a community which recognises and embraces diversity among our staff, students and community partnerships. It provides an inclusive environment where each person feels they belong and are respected, connected and empowered to rise, and shine.
Strategies and plans
- UniSC Strategic Plan 2021-2024
- Equity, Diversity and Inclusion - Governing Policy
- Diversity and Inclusion Plan 2021 - 2023
- Reconciliation Charter
- Disability Access and Inclusion Plan 2021-2024
- Student expectations and responsibilities
- Student Mental Health and Wellbeing Action Plan 2019-2022
- Aboriginal and Torres Strait Islander Employment and Career Development Strategy 2021 - 2024
Equity, Diversity and Inclusion Committees
- Vice-Chancellor and President's Equity, Diversity and Inclusion Committee
- Vice-Chancellor and President's Indigenous Advisory Committee
- Athena SWAN Implementation Committee
- Aboriginal and Torres Strait Islander Education Sub-Committee
- Pathways Access Strategy Management Group
- Student Representative Council
Six key diversity focus areas
To achieve diversity and inclusion at UniSC, we need to prioritise where to focus our energy with targeted activities and commitment to building the capacity of our community.
While we have identified the below focus areas we acknowledge as individuals, we all have multifaceted identities as demonstrated by our agreed definition of diversity. These aspects are interconnected and come together in a unique way for each individual, shaping personal perspectives and life experiences.
Over time, these areas may change as our learning and work environments evolve, and we need to ensure we are responsive to the changing needs of our community, and these focuses do not restrict us.
Having a focused approach will allow us to accelerate a sense of belonging and greater inclusion for historically underrepresented individuals.
Life stages
At UniSC we value the multifaceted identities in our UniSC community. This includes our professional and educational identity with characteristics such as learning and working styles at all life stages.
Aboriginal and Torres Strait Islander engagement
At UniSC, we work with Aboriginal and Torres Strait Islander communities to increase Indigenous participation and progression rates in higher education.
Cultural and linguistic diversity
We value the cultural and linguistic diversity of our community and have a range of initiatives to create a diverse and inclusive culture.
Disability and inclusion
We are proud to promote resources and strategies available to students who experience disability or health issues to ensure equity and access to education and employment.
LGBTIQ+ and community
USC is focused on the inclusion of sexually and gender diverse identities, including but not limited to lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ+)
Gender equity
UniSC is committed to creating a equitable, fair and inclusive environment for all genders, ensuring everyone has the best opportunity to achieve their education and career goals.
Age Friendly University
UniSC recognises that age-friendly universities have an important role in meeting the unique needs and interests of an ageing population and is proud to be recognised as an Age-Friendly University by the international Age Friendly (AFU) Global Network.
Diversity initiatives
EO Online
Sexual Assault and Sexual Harassment Action Plan
Racism. It stops with me.
Award recipients
Recognise UniSC staff, students, and graduates who have made an outstanding commitment to equity, diversity and inclusion.
Increasing access to higher education for all – particularly students from low SES backgrounds, students with disabilities and Aboriginal and Torres Strait Islander students – is important to us. At UniSC, we have a range of strategies to increase participation rates for these equity groups, including school- and community-based aspiration building, academic preparation programs, on-campus experiences, diplomas, undergraduate programs and a Tertiary Preparation Pathway enabling program.
We also support students from equity groups with initiatives such as equity bursaries, and we offer a range of additional support services for students with disabilities. UniSC support services are designed to increase participation and retention and are accessible to all students.
As a university that believes everyone deserves access to education, UniSC is proud to sit above the national average for access and participation rates for students from low SES backgrounds, students who identify as Aboriginal and Torres Strait Islander, and students with a disability.
UniSC is a proud member of the Queensland Widening Participation Consortium along with Queensland’s eight public universities and the Department of Education to undertake a range of widening participation activities.
At UniSC, we believe everyone has what it takes to rise, and shine. We offer dedicated outreach programs for primary and secondary students that focus on raising aspirations and planning pathways to the future.
We have a range of plans that outline our strategies to increase access, participation and success for people from low socioeconomic backgrounds, people from regional areas and people who identify as Aboriginal and Torres Strait Islander – in accordance with the Higher Education Participation and Partnership Program (HEPPP). Our plans provide brief descriptions under the following topics:
- Equity outcomes: the achievements the university has planned for students from a low socio-economic status (SES) background.
- Strategies: the strategies the university will undertake to support attainment of the equity outcomes.
- Key activities: which will deliver an increase in the access, participation and success of people from a low SES background.
- Evaluation: how the university plans to evaluate the effectiveness of the equity strategies.
- Partnerships and collaboration: who the university will partner and collaborate with and how this will improve equity performance.
Diversity champions
Nina Ashfield
Dr Greg Nash
“UniSC members need to demonstrate to students that we have an ethical responsibility to look after the people in our community."
