How we measure our impact
for the SDGs

Sustainable Development Goals at our University

In 2019, we signed the University Commitment which recognises the significant scope of work needed to achieve the United Nations Sustainable Development Goals (SDGs) and the important role university communities play in reaching these goals. We are committed to sustainability for ourselves, our surrounding communities, and the world.

The SDGs offer a shared framework for all levels of government, businesses, community groups and education organisations to prioritise action between 2015 to 2030, across environmental, socio-cultural and economic sustainability.

How we measure our impact for the SDGs

We use the Times Higher Education Sustainability Impact Ratings (previously Impact Rankings) and other frameworks, such as the Sustainability Tracking Assessment and Rating System (STARS), to measure our progress towards sustainability. The THE Impact Ratings aim to evaluate university performance in relation to the SDGs.

SDG10 Reduced Inequalities

Reduced Inequalities aims to ensure equal opportunity and to empower and promote the social, economic, and political inclusion of all, irrespective of age, gender, ability, race, ethnicity, origin, religion or economic or other status. This will ensure that vulnerable populations (including refugees and migrants, Indigenous peoples, older persons, people with disabilities and children) are not left out of progress.

The University is committed to reducing inequality by facilitating access to quality education. We have created a culture that ensures zero tolerance to all types of discrimination and awareness of the complexity of intersectionality. We provide alternative pathways as a non-traditional entry to our courses.  Scholarships have been refocused to support students with the greatest needs. Students are supported throughout their learning journey.

Measures against discrimination

Non-discriminatory admissions policy

The University of Tasmania has zero tolerance for discrimination and has a formal non-discriminatory admissions framework that promotes equitable access to higher education regardless of an applicant's background or circumstances.

The University’s Admission, Enrolment and Credit Policy clearly states, under the ‘Admissions’ section, that “participation opportunities for prospective students will be accessible to all students regardless of diversity in previous learning experiences and background (e.g., gender, sexuality, disability, ethnicity, religion, immigration status or equivalent)” (Principle 1.3).

This principle is implemented through the University's Admission and Enrolment Procedure, which provides mechanisms for the admission of applicants who may not meet standard entry requirements but demonstrate a reasonable probability of academic success, including through equity considerations (clause 2.4.7, p.8) that prevent discrimination. Likewise, the Procedure further protect fairness by permitting withdrawal of admission offers where an applicant provides untrue or incomplete information which results in: a) an advantage to the applicant and/or inequitable treatment of other applicants (clause 4.7.1, p.15).

The University also publishes detailed admissions information that supports the non-discriminatory admissions policy. This guidance details special considerations for admission of applicants whose ability to access or participate in education has been affected by circumstances beyond their control (e.g., economic hardship, a serious medical condition or disability), thus addressing discrimination of specific underrepresented groups. The University also promotes equity in admissions through inclusive entry pathways, special consideration, and alternative programs rather than standard Australian Tertiary Admission Rank (ATAR) adjustment factors. For example, applicants without traditional academic qualifications may demonstrate readiness for university study through alternative pathways, including assessment of work and life experience and submission of a Personal Competency Statement. These measures ensure that admission decisions are based on a broad range of capabilities and experiences rather than solely on conventional academic indicators.

To further support participation from under-represented groups, The University operates targeted access and support programs. For example, the University is working to increase Aboriginal and Torres Strait Islander access and participation in higher education. The Riawunna Centre for Aboriginal Education provides academic and cultural support to all Aboriginal and Torres Strait Islander students, including information and assistance throughout the application and enrolment process. The murina Program is a pathway course designed for Aboriginal and Torres Strait Islander people to gain skills to commence university studies and strengthen communication and vocation skills while providing a tailored approach to assist students in reaching their goals.

Additionally, the University has zero tolerance for discrimination and maintains a broader institutional commitment to inclusion, diversity and equity, governed by the University Behaviour Policy and Procedure.

Access to university track underrepresented groups applications

The University of Tasmania systematically measures and tracks applications, admissions, enrolments and student success outcomes for underrepresented, potentially underrepresented, and equity groups. This includes students with an Indigenous background, students from low socio-economic backgrounds, students with disability, women (including women in non-traditional disciplines), first-in-family students, regional and remote students, and students from culturally and linguistically diverse backgrounds.

Data on applications, offers, admissions, enrolments, retention and completion for underrepresented and equity groups are monitored annually and reported internally to support strategic planning and continuous improvement. Data is reported through the University Strategy Performance Report, a biannual report that includes strategic goals and metrics, including applications and admissions of underrepresented groups. This information is also available through Student Diversity dashboards. For example, the University has established a target for Indigenous students to be represented within the student population at a level equal to or greater than their representation within the broader community. Performance against this target is monitored through the Strategy Performance Report, which tracks Indigenous student participation over time. The 2025 report noted that Indigenous student representation is increasing and now exceeds the national average, although it remains below Tasmania's Indigenous population share of 5.5%. The report also includes measurements and tracking over time of applications and admissions of low socio-economic status (SES) students (i.e., low-income), noting that the University of Tasmania has one of the highest levels of low SES cohorts in the country.

Data on applications, admissions of underrepresented (and potentially underrepresented) groups are also publicly reported through the University’s Annual Report. For example, the 2025 Annual Report notes that in 2025, 25% of commencing students were from low SES (low income) – representing 5% of Australia’s low SES commencing students, 45% were first in family to attend university and 14% indicated they were living with a disability (‘Our students’, p.5).

Admissions of students per equity group are also reported externally each year to the Australian Government Department of Education, who publishes these metrics through their ‘Selected Higher Education Statistics’report. This report includes admissions of underrepresented (and potentially underrepresented) groups per university (so data reported by the University of Tasmania can be identified), including ethnic minorities, low-income students, non-traditional students, women, and disabled students. The University also reports this information through our Sustainability Tracking Assessment and Reporting System (STARS) report, which is publicly accessible.

The University uses these data to identify participation gaps, monitor progress toward equity targets, evaluate the effectiveness of widening participation initiatives, and inform future policy, actions and investment decisions. By systematically tracking application, admission and completion outcomes for underrepresented groups, the University can monitor progress towards equitable participation in higher education and support student success regardless of background.

Recruitment of employees and students from underrepresented groups recruit

The University of Tasmania implements targeted recruitment initiatives to improve access to higher education and employment opportunities for groups that are underrepresented in Australian universities. These initiatives include dedicated outreach programs, pathway programs, scholarships, alternative entry mechanisms, targeted employment strategies and career development initiatives for Aboriginal and Torres Strait Islander peoples, people with disability, students experiencing socioeconomic disadvantage, women in underrepresented disciplines, regional and remote students, and other equity groups.

Aboriginal and Torres Strait Islander student recruitment: plans and actions

The University of Tasmania is committed to revitalise and embed its relationship with Indigenous people, communities, culture and knowledges from across Australia. The University’s vision for Aboriginal engagement involves shaping the University so that it is welcoming, respectful, formative and supportive of Aboriginal and Torres Strait Islander students and employees (both professional staff and academic).

The University's Strategic Plan for Aboriginal Engagement (developed in 2017 and updated in 2021; currently under review) focuses on the “continual improvement of Aboriginal community engagement, student recruitment, retention and success” (p. 8). It acknowledges that there is an under-representation of Aboriginal and Torres Strait Islander student enrolments at the University, and outlines specific actions to increase Aboriginal and Torres Strait Islander student recruitment. Some key actions are:

• Close networking with Aboriginal and Torres Strait Islander students in late primary and secondary schools and their families by Aboriginal and Torres Strait Islander employees with successful experience of higher education will occur in collaboration with school teaching staff and Aboriginal Education Services to monitor progress and aspiration, design individualised pathways into university courses, and facilitate enrolments (p.17)
• Pathways initiatives will culminate with an intensive approach to actively engage Year 11 and 12 students in cooperation with University Colleges (p. 17)
• Schools will be supported by the Office of the Pro Vice-Chancellor, Aboriginal Leadership to review and incorporate Indigenous scholarship, and supported by the Riawunna Centre to engage with palawa/pakana perspectives (p.21)
• Create a HDR pathway program for Aboriginal and Torres Strait Islander graduates to be undertaken prior to commencement of candidature to improve completion rates. It will be particularly important to support flexible pathways for Indigenous people with relevant public and community sector experience into HDR programs. Encouraging Aboriginal and Torres Strait Islander people to take up HDR studies in fields outside of traditional areas of interest will also be important to facilitate Indigenous participation and leadership in Indigenisation of curricula across a range of disciplines, and to increase Indigenous participation across all professions. (p.26)
• HDR scholarships for Indigenous students will continue to be expanded at nationally competitive rates. Mentorship from Elders and Indigenous knowledge holders will be facilitated to assist HDR candidates to critically engage with Indigenous knowledges (p.28)

The Plan goes beyond student recruitment to strengthening the University’s focus on academic progression in order to increase retention and completion rates of Aboriginal and Torres Strait Islander students by 10%.

There are twelve scholarships and bursaries available to Aboriginal and Torres Strait Islander Students as part of the University of Tasmania’s Scholarships Program, which provides students with significant financial and academic support to pursue their studies. Awards are offered in a wide range of disciplines, and selection is based on academic merit and/or financial need. They are available to students studying at undergraduate, honours, and postgraduate coursework levels. Some examples are:

• Riawunna luna (women’s) Aboriginal scholarship: funds are raised by the International Women's Day Breakfast to support an Australian Indigenous woman to continue studies
• takamuna Rosie Smith Law Scholarship: awarded to an Aboriginal or Torres Strait Islander commencing their first year of a law or combined law degree.
• Japanangka errol West Graduate Research Scholarship: awarded to Aboriginal or Torres Strait Islander students commencing a full-time master's or doctoral degree

Furthermore, the Riawunna Centre for Aboriginal Education's Murina Program is a pathway designed for Aboriginal and Torres Strait Islander students to gain the skills and confidence to commence undergraduate studies and pursue other vocational goals. The Program offers units that explore people, place and politics using narrative approaches and storytelling to advance study skills, all through a Tasmanian Aboriginal lens. The Riawunna team provides a range of programs to support students to achieve success according to their goals. There are no tuition fees for this course.

Aboriginal and Torres Strait Islander employee recruitment: plans and actions

The University’s Aboriginal and Torres Strait Islander Employment Plan (developed in 2021 and last updated in 2026) seeks to increase Aboriginal and Torres Strait Islander representation across all levels of the University workforce, including academic positions and leadership roles. The Plan has established a priority to “attract, develop and progress Aboriginal and Torres Strait Islander talent through meaningful and supported career pathways” (Priority 1, p.5). The Plan intends to create clear and supported employment pathways that enable representation at all levels, reflect the University’s commitment to national parity, and ensure Aboriginal and Torres Strait Islander employees (both professional staff and academics) are recognised, retained, and developed throughout their careers at the University. As a result, recruitment processes and resources visibly reflect the University’s commitment to Aboriginal and Torres Strait Islander employment. To achieve this, the Plan includes a goal to equip leaders and hiring managers to effectively support Aboriginal and Torres Strait Islander recruitment, and lists five actions to achieve this (p.5), including:

• Develop and publish guidelines for hiring managers on recruiting to targeted positions, ensuring clarity on process
• Refresh recruitment resources and communications, including job ads, position description templates, and advertising visuals, to reflect commitment to Aboriginal employment (e.g. use of Acknowledgment of Country, culturally relevant artwork).
• Publish an external Aboriginal Employment webpage to showcase Aboriginal and Torres Strait Islander employee experiences and promote career opportunities at the University
• Embed Aboriginal talent pools and a Talent Register, with an engagement strategy to ensure candidates are notified of suitable vacancies and pathways into roles (including HDR opportunities)
• Review and update the Aboriginal and Torres Strait Islander Identified Positions Procedure, to ensure alignment with objectives and intent of the Aboriginal and Torres Strait Islander Employment Plan

The Plan does not stop at recruitment and continues to include actions to support Aboriginal and Torres Strait Islander employees through the employee lifecycle; enhance their experience, wellbeing and cultural safety in the workplace; and build inclusive leadership, cultural capability and a connected university community. The Plan aims to achieve national parity of 3.8% Aboriginal and Torres Strait Islander employees (including professional and academic staff) by 2030 (p.5).

Several initiatives have been implemented to date to assist in promotion and recruitment of Aboriginal and Torres Strait Islander people into academic and non-academic positions by the Aboriginal Talent Partner within the Organisational Development team. Some examples of current initiatives are:

• Identified positions – these are roles that allow positive discrimination for Aboriginal people only recruitment and require inherent tasks that engage with Aboriginal people and communities within the position description. In August 2025 a new full time identified position, commenced employment at the University. This role is responsible for coordination and development of the Aboriginal Student Employment Program
• The University continues to grow its Aboriginal workforce across both identified and non-identified roles. The establishment of the Aboriginal Employment Shared Table has facilitated collaboration with stakeholders to monitor progress, share expertise, and formulate initiatives, contributing to an increase in employee numbers
• The University has implemented internal career development pathways, professional development opportunities, and mentorship programs to support the career advancement of Indigenous employee

Students and with disabilities recruitment: plans and actions

The University’s Disability Inclusion Action Plan (developed 2022, reviewed 2025) acknowledges and celebrates that people with disability are part of our University community, as students, employees, residents, visitors and through our activities in learning and teaching, student experience, research and community engagement.

One of the priority areas is to deliver a learning experience that embraces universal design for learning and is inclusive of the needs of students with disability. Several actions under this priority will result in increased recruitment of students with disabilities. The most obvious one is Action 5 “Review the suite of equity scholarships to ensure disability as an eligibility criterion is sufficiently explicit”, resulting in students with disability making applications for equity scholarships (p.8). For example, the Gilbertson Family Scholarship is available to undergraduate, honours and postgraduate students with specific learning difficulties, for example dyslexia, in any field of study at the University of Tasmania.

The Plan also prioritises employee (including both professional and academic staff) and students with disability having equal access to, and participation in, University employment. Specific actions that aim for an increase in recruitment are:

• Review recruitment and selection processes to ensure that diverse pathways, flexibility, and reasonable adjustments are established within our recruitment practices and do not result in direct or indirect discrimination or disadvantage for candidates with disability (p.11)
• Identify Disability Employment Programs that [the University] can participate in to support recruitment of people with disability (p.12)
• Review employee onboarding material and improve access to information to increase leader and supervisor awareness to support recruitment, induction, and employee development for people with disability (p.15)

Other underrepresented groups recruitment

Approx. $8.5 million in scholarships were distributed to support 1,771 students, including those mentioned for Aboriginal and Torres Strait Islander students and students with disabilities, but also for other underrepresented groups such as Access Scholarships for students with low socioeconomic-status background, and scholarships for women in non-traditional fields. Some examples:

• d'Antoine Family Foundation Scholarship, awarded to students experiencing financial hardship and who without financial support may not be able to enrol at the University.
• Sylvanie Morgan Access Scholarship, awarded to Tasmanian students experiencing financial hardship and who without financial support may not be able to commence studies at the University
• AMSA Sara Bool Women in Maritime Engineering Scholarship, awarded to female students (or those who identify as female) who are entering Year 3 of the Bachelor of Maritime Engineering (Specialisation) with Honours, to increase female participation in maritime engineering programmes.
• Granville Harbour Wind Farm Women in Engineering Scholarship, available to a female student who is commencing or continuing in the first year or second year of the Bachelor of Engineering (Specialisation) with Honours

Anti-discrimination policies

https://www.utas.edu.au/__data/assets/pdf_file/0005/1368554/Behaviour-Procedure.pdf

University diversity officer

The University of Tasmania has a well-established governance framework to advise on, implement and monitor policies, programs, initiatives and training related to inclusion, diversity, equity and human rights for staff and students. This framework is led by the University Executive Team (UET), reporting through the Vice-Chancellor to the University Council, and includes the University Inclusion, Diversity and Equity (IDE) Working Group and associated portfolio-level IDE committees.

The University Executive Team (UET) is the key executive decision-making body for the University, with accountability through the Vice-Chancellor to the University Council. Its purpose is to make collective decisions on key matters with University-wide impacts, including matters submitted for Council consideration. Based on the current and ongoing priorities of the University, UET establishes working groups and teams who apply specific governance, oversight and strategic guidance to areas of operation. A key working group is the Inclusion, Diversity and Equity (IDE) Working Group, which advises on and guides implementation of policies, programs, and training and development opportunities related to diversity, equity, inclusion and human rights on campus.

The University IDE Working Group is a collaborative, action focused forum that aims to deliver measurable results in enacting our Workplace Inclusion and Diversity Pillars: culture of belonging, inclusive leadership, valuing diversity. Through measurable, purposeful and meaningful action, the University IDE Working Group is charged with ensuring that:

• Our inclusive culture will guide how we build our teams, cultivate our leaders and create a richly diverse workplace.
• Our people feel encouraged, engaged and enabled to bring their whole selves to our workplace.
• Our communities come together in ways that empower connection, learning, belonging and growth.

The IDE Working Group ensures the University’s commitment to fostering an inclusive culture which promotes equality, values diversity and maintains a working, learning and social environment in which the human rights and dignity of all its staff and students are respected. Specifically, the University IDE Working Group will:

• Share expertise, successful practice, ideas and advice on approaches and initiatives for improving inclusion, diversity and equity at the University.​
• Monitor and oversee progress against the University’s Inclusion, Diversity & Equity initiatives.
• Work with University leaders and key stakeholders to gain advocacy and input into initiatives, action plans and funding commitments.

Current membership of the Working Group include: Pro Vice-Chancellor, Sciences and Engineering (Chair), Chief People Officer (Deputy Chair), Aboriginal Talent Partner, Director Organisational Development, PVC Student Equity & Success, TUSA Equity President, PVC Aboriginal Leadership, Communications Manager, Workplace IDE Lead, Chief Information Officer, Pro Vice Chancellor Cradle Coast, and representatives from a range of Academic and Professional Portfolios.

The following Inclusion, Diversity and Equity Principles guides the IDE Working Group and the broad University governance, planning and practice approach:

• Responsibility for creating and promoting inclusive research, learning, teaching and working environments open to differences, welcoming of diversity, intolerant of harassment and discrimination; where all people are treated with respect, fairness and justice.
• Recognition of human diversity as an asset and strength; acknowledging its potential as a source of vitality, creativity and growth.
• Acknowledgement of equitable practices as key enablers of participation and opportunity.
• Integration of inclusion, diversity and equity into University planning and practice, through shared ownership and responsibility.
• Enablement of each other to build the skills and confidence to implement, advocate, and model inclusive practices assisted by clear policies, processes, and professional development.

Furthermore, Academic and Professional Portfolios within the University have specific IDE Committees. These committees provide advice to the leaders in their areas on inclusion, diversity, and equity matters for staff and students, supporting the University's broader commitment to these principles.

The Tasmanian University Student Association (TUSA) also has an Equity Committee, which is committed to fostering an inclusive, supportive, and equitable environment for all students at the University of Tasmania, and promoting a culture of respect, inclusivity, and intersectionality across all university campuses and learning environments. Leading the committee is the TUSA Equity President, supported by the Deputy Chair (TUSA General Secretary) and a team of Equity Officers representing LGBTQIA+, disability, multicultural, First Nations and women among other portfolios.

The University supports implementation through professional development, awareness raising and training opportunities available to staff and students through the Inclusion, Diversity and Equity Portal. These resources support inclusive leadership, accessibility, cultural capability, disability inclusion, gender equity, LGBTIQA+ inclusion, Aboriginal and Torres Strait Islander cultural understanding and the creation of safe, respectful and inclusive learning and working environments.

The Inclusion, Diversity and Equity Portal provides details of the initiatives that allow the University to progress inclusion, diversity and equity, including communities’ personal responsibility. They Portal also offer some suggestions on ways in which we can contribute to making our University an inclusive culture place, where everyone can contribute and develop regardless of differences. Focus areas include accessibility, LGBTIQA+ community, Aboriginal and Torres Strait Islander groups, cultural and religious diversity, gender diversity and equity.

Resources and training opportunities, and equity and diversity policies and legislation are also shared through the portal. For example, the Portal links to the University’s Ally Network, which aims to create a safe, nurturing, inclusive, and affirming University environment and build a support and advocacy network through education; develop further awareness and visibility of staff and students of diverse sexualities and gender identities and their issues. The Ally Network provides an Online Training unit for staff and students on issues that affect LGBTIQ+ people in a university context. The content of the module was created in collaboration with the University’s current in-person training provider Working It Out. The Ally Network also offers regular in-person training that is a requirement of joining the Network.

The University has also established a Gender-Based Violence Executive Oversight Group, which coordinates the development, implementation and evaluation of institutional actions to reduce the prevalence of gender-based violence and promote a safe and respectful university environment. The Group oversees progress, resource allocation, stakeholder engagement and accountability associated with recommendations arising from the Walker Review, which inform the University’s Gender-Based Violence Action Plan.

Support for underrepresented groups

The University provides various programs to support students and employees from various equity and underrepresented groups. Some examples are:

Aboriginal and Torres Strait Islanders

The Riawunna Centre team is focused on Aboriginal and Torres Strait Islander student success. They provide a culturally welcoming space for students to study, access academic and cultural support, and be a part of a dynamic community. Riawunna provides academic support and advice; assistance with applications for bursaries, scholarships and cadetships; cultural and social support and events; the murina program (providing skills and confidence to commence undergraduate studies and pursue other vocational goals); pastoral care; resource collection featuring aboriginal literature and resources; spaces for studying and relaxing; aboriginal student adviser for assistance and referral for academic/personal issues; tutoring services.

The University has also implemented internal career development pathways, professional development opportunities, and mentorship programs to support the career advancement of Indigenous employees (professional and academic staff), guided by the University’s Aboriginal Employment Plan 2021-2024.

Gender diverse

The University’s Ally Network provides peer support to people of diverse sexualities, sexes and gender identities. The Network helps to create a safe, nurturing, inclusive, and affirming University environment. Allies are trained employees (professional and academic staff) and students who are informed about, sensitive toward, and understanding of people of diverse sexualities, sexes and gender identities and their issues. They can be approached by students and employees if there are aspects of their experience at University as a sexually and gender diverse person that they need to discuss. Allies provide guidance and are a supportive point of contact.

In addition, the Pride Society of the Tasmanian University Student Association (TUSA) creates spaces for students on all campuses to connect, feel welcome and find other like-minded LGBTQIA+ people. The society runs social events like barbecues, dance parties, film nights, and market days. They also support students to attend professional development sessions and support queer research

Disabilities

The Speerment Program is a Specialist Peer Mentor Program that gives students on the autism spectrum support and assistance to help organise and manage their studies. Mentors check that students are on track to meet all of the course assessment requirements. This includes determining if the student with autism understands and has all the information they need to successfully complete tasks. If the assessment involves group work, the mentoring work includes helping the student develop skills to better understand the social aspects of task completion. The weekly check-in also serves to determine if a student is coping OK with their overall workload. Mentors engage in continuous review and reflection of their work to determine how to improve the process of their mentoring to achieve the outcomes needed by the student. The program means that these mentors, too, will leave the university and take the skills and knowledge they have learnt into the wider community for the benefit of all.

The Community of Practice for neurodivergent staff [intranet page] is a place to share knowledge, develop skills and engage with professional development for neurodivergent employees (professional and academic staff) at the University of Tasmania. It has a practical focus on strategies, adjustments, communication and innovation.

Likewise, the Disability at Work Network (DAWN) [intranet page] is a network for employees (professional and academic staff) with disabilities, and it is a safe, welcoming and supportive environment to share experiences, build new networks and champion the inclusion of people with disabilities in the workplace. Membership of DAWN is open to all employees who identify as having a disability, including employees who are neurodivergent or have a chronic illness that can be disabling or debilitating. Employees do not need to declare their disability status or what their disability is, to become a member.

The University has also adopted the Hidden Disabilities Sunflower Scheme, which aims to help people with non-visible disabilities signal their need for assistance, understanding, or extra time without having to disclose their disability. By adopting this scheme, the University demonstrates its commitment to inclusivity, improving the experiences of individuals with hidden disabilities, and enhance overall community well-being. This initiative supports current students and employees (professional and academic staff) and community members who value a supportive and inclusive environment.

Women

The University has several initiatives and programs to support students who identify as women and caregivers, including scholarships; mentorship programs; parenting facilities, including breastfeeding rooms; and other resources. Some key examples are:

• Scholarships for women, some of which are targeted to increase participation of women in disciplines where they have historically been underrepresented. For example, the Women in Maritime Engineering Scholarship, provided by the Centre for Maritime Engineering and Hydrodynamics, aims to increase women's participation in maritime engineering programs. Likewise, the Bonnie Tilley Scholarship for Tasmanian Women is designed to help young Tasmanian women, particularly those from rural areas, access higher education.
• Mentoring and leadership programs such as Pathways to Politics for Women, which is designed to support women's leadership and participation by providing comprehensive practical training, workshops, mentoring and career-long support for women to drive change through political leadership. The Program is increasing the number of women in Australian politics by equipping diverse women to boldly embrace their political ambitions, thrive as leaders and make a profound contribution to society.
• Parenting and family-friendly facilities including breastfeeding rooms that actively support staff and students wishing to manage parenting responsibilities and their employment or study commitments.
• aKIDemic Life, a free online resource hub designed to support research students balancing study and parenting/caring responsibilities.
• Information and support to reduce occurrences of gender-based violence at the University (Preventing gender based violence).

Accessible facilities, disability support services and access schemes

Support for people with disabilities at the University of Tasmania is delivered through three complementary approaches: accessible physical and digital environments, specialist disability support services, and targeted access and success programs for students and staff with disability.

Accessible facilities

The University of Tasmania provides accessible campuses and facilities for people with disabilities to ensure students, employees and visitors with disability can participate on the same basis as those without. This is guided by the University’s Disability Inclusion Action Plan, which acknowledges and celebrates that people with disability are part of our University community, as students, staff, residents, visitors and through our activities in learning and teaching, student experience, research and community engagement. The Plan ensures that “building standards for disability are met and the University’s facilities meet the needs of people with disability” (p.16), and requires that disability expertise is included in “the design process for new University buildings or campuses, including the fittings, furnishings, and equipment” (p.17). Actions to address disability needs in University buildings include consideration of the broad nature of the definition of disability.

Examples of accessible facilities for people with disabilities provided by the University include:

• Accessible buildings, including learning spaces, research facilities, student residences, sports facilities, food, and retail outlets on campus.
• Accessible toilets (e.g., suitable for wheelchair access) in all buildings
• Designated accessible parking close to major facilities

The University of Tasmania (UTAS) interactive mapping system, UniMaps, is built to assist with campus navigation and accessibility. For example, when using the directions tool in UniMaps, there is an option to select routing options that prioritise step-free paths, ramps, and elevators while bypassing stairs and steep inclines. The tool features multi-level floor plans, allowing users to toggle between building levels to quickly locate accessible amenities. You can search for and isolate specific accessible facilities, including:

• Wheelchair-accessible bathrooms and unisex accessible toilets.
• Accessible parking spots and Restricted Mobility Parking zones.
• Multi-level lifts and elevators.
• Accessible bus transit points, including specific stops for the free campus UniHopper shuttle service

Disability support services and assistive technologies

The University provides dedicated Accessibility Services to support students with permanent or temporary disabilities, medical conditions and mental health conditions. Accessibility Services provides specialist guidance, individualised learning adjustments, assistive technologies, assessment accommodations, and referral to support programs designed to ensure students can participate fully in university life and learning.

Specialist support for students with a disability or health condition that is impacting their study include access to Accessibility Advisers. Accessibility Advisers can provide information on appropriate strategies and support for all stages of the University journey relating to students’ disabilities, from application to graduation. Advisers can discuss and evaluate the possible impact of the disability and / or health condition on the student’s participation in their study, provide information about adjustments and services to reduce the impact of the disability on their study, and assist students to apply for services and reasonable assessment adjustments through a Learning Access Plan. Research students can also access support through Research Training Access Plans.

Some of the services available to students may include:

• Auslan (Australian Sign Language) interpreters
• Provision of study materials in accessible format for students who are print disabled
• Loan of assistive hearing devices
• Access to and advice on using assistive software.

The University provides assistive technology specifically designed to increase, maintain, or improve the participation of people with disability in education, work and life in general. The following Assistive Software is available for UTAS students:

• JAWS - for blind or vision impaired users. This screen reader provides speech and braille output for most computer applications.
• ZoomText - for vision impaired users. This magnifier and reader enlarges everything on the computer screen, echoes typing, and automatically reads documents, web pages, and email.
• Dragon Naturally Speaking – speech to text software. This allows the user to speak and watch words appear on the screen, with up to 99% recognition accuracy.
• Read and Write – for learning difficulties or specific learning disabilities such as dyslexia. This reads text, checks grammar and spelling, helps organise and proof written work.

Access schemes

The University also offers access schemes for people with different abilities, including mentoring and other targeted support.

For example, the University provides a Neurodiversity Support Hub that connects neurodivergent students with tailored information, support and transition resources. Within this Support Hub, the Speerment Program [intranet page] is a Specialist Peer Mentor Program that gives students on the autism spectrum support and assistance to help organise and manage their studies. Mentors check that students are on track to meet all of the course assessment requirements. This includes determining if the student with autism understands and has all the information they need to successfully complete tasks. If the assessment involves group work, the mentoring work includes helping the student develop skills to better understand the social aspects of task completion. The weekly check-in also serves to determine if a student is coping OK with their overall workload. Mentors engage in continuous review and reflection of their work to determine how to improve the process of their mentoring to achieve the outcomes needed by the student. The program means that these mentors, too, will leave the university and take the skills and knowledge they have learnt into the wider community for the benefit of all.

The University also offers the ‘Level Up: University Unlocked’ Program, designed to help students feel confident and supported as they begin their university journey. ‘Level Up: University Unlocked’ is a flexible transition program for neurodivergent students moving to university. Students can choose what suits them: start with a workbook, attend a Q&A session, and join an on-campus welcome session. These sessions are held in small groups led by a Speerment mentor, offering students the chance to ask questions about university life.

The University extends disability support beyond students to employees. A Community of Practice for neurodivergent staff [intranet page] provides opportunities to share knowledge, develop skills, access professional development, and discuss practical strategies, workplace adjustments, communication approaches and innovation. The initiative promotes an inclusive workplace culture and supports staff participation and success across the University.

Disability policy

Have reasonable accommodation policy or strategy for people with disabilities including adequate funding.
Here, ‘reasonable accommodation’ is defined as ‘…necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms

The University of Tasmania is committed to ensuring that people with disability can participate in all aspects of university life on an equal basis with others. This commitment is articulated through the University's Disability Inclusion Action Plan, which recognises that equitable participation requires the removal of environmental and social barriers and the provision of targeted support, adjustments and accessible environments for students, staff and visitors with disability. The Plan is informed by the United Nations Convention on the Rights of Persons with Disabilities, adopting a broad understanding of disability and reaffirming that people with all types of disability should be able to enjoy all human rights and fundamental freedoms.

The Plan establishes five strategic priority areas that collectively support the provision of reasonable accommodations:

• Learning and Teaching (7 actions)
• Digital and Online Environment (5 actions)
• Employment (7 actions)
• Leadership and Capability Building (6 actions)
• Inclusive Campus (7 actions)

These five priority areas and 32 actions ensure that accommodation and accessibility are embedded across teaching, employment, digital systems, physical infrastructure and institutional culture.

Within the Learning and Teaching priority area (p.7-8), the University commits to a range of actions that directly support reasonable accommodations for students with disability. These include embedding universal design for learning across curricula, auditing teaching materials to ensure accessibility requirements are met, conducting annual reviews of Learning Access Plans (LAPs), reviewing assessment and examination processes to improve equity and inclusion, and developing explicit guidelines on course participation requirements and reasonable adjustments, including for work-integrated learning and placements. The Plan further states that Accessibility Advisers work with students who disclose disability or health conditions to identify required adjustments and develop Learning Access Plans that formally communicate agreed accommodations to teaching staff and supervisors.

The Digital and Online Environment priority area (p.9-10) focuses on ensuring that students and staff with disability can access information, technology and university systems. Key actions include auditing digital platforms and student systems against accessibility criteria, requiring accessibility standards in procurement processes, maximising the accessibility functionality of existing systems, ensuring the University's Digital Futures Strategy addresses assistive technology needs, auditing computer laboratories for accessibility software, and requiring communications to be produced in accessible formats consistent with international accessibility standards. These actions help ensure that reasonable accommodations extend beyond physical environments and include the digital systems that underpin learning, work and participation at the University.

The Employment priority area (p.11-12) demonstrates the University's commitment to reasonable accommodations for staff with disability. The Plan notes that staff are supported through individual work support plans, physical workplace adjustments, flexible working arrangements and provision of essential assistive technologies. It also includes actions to review recruitment and selection practices to ensure reasonable adjustments are available to candidates, improve disability disclosure and support processes, review accommodation procedures for employees and managers, and ensure staff with disability can participate fully and equitably in employment.

The Leadership and Capability Building priority area (p.14-15) recognises that effective reasonable accommodation depends on the capability of staff and leaders to support people with disability. The Plan establishes governance arrangements to oversee implementation and includes actions to build staff knowledge and confidence in disability inclusion. Key initiatives include leadership training for managers on supporting staff with disability, implementing reasonable workplace adjustments, and enabling students and staff with disability to realise their full potential. The Plan also commits to an annual program of disability and inclusion training for University staff, engagement in national and state initiatives that promote access and inclusion, and review of University governance instruments to ensure accessibility requirements are embedded in institutional processes. Together, these actions help ensure that reasonable accommodations are consistently understood, appropriately implemented and supported across the University

The Inclusive Campus priority area (p.16-18) supports reasonable accommodation through improvements to the physical environment. Actions include regular audits of campuses, learning spaces, research facilities, residences and sporting facilities to ensure accessibility standards are met; development of inclusive event guidelines; inclusion of disability expertise in the design of new campuses and buildings; review of Student Access Study Centre locations; accessible wayfinding projects; and initiatives to improve participation in sport and recreation. These actions recognise that reasonable accommodation may require modifications to the built environment and campus services to remove barriers to participation.

Resourcing and implementation

The University provides expertise and resources to better understand the impact of disability, to support students with disability, and to incorporate inclusive practices in their teaching activities.

The University has established formal governance arrangements to implement and monitor delivery of the Disability Inclusion Action Plan. The Plan also commits institutional resources to accessibility audits, accessibility training, assistive technology provision, accessibility software deployment, specialist Accessibility Adviser support, physical infrastructure improvements and ongoing monitoring and reporting. Together, these measures support reasonable accommodations not only through policy commitments but through dedicated institutional structures, specialist expertise, operational programs and organisational resources.

Anti-harassment policy

Have an anti-harassment policy that covers the institution and its operations

https://www.utas.edu.au/__data/assets/pdf_file/0005/1368554/Behaviour-Procedure.pdf