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.

SDG5 Gender Equality

Gender Equality  aims to ensure gender equality by eliminating all forms of discrimination, unfair treatment and violence (including exploitation) against women, ensuring access to sexual and reproductive health and rights, and facilitating women’s full and effective participation and equal opportunities in all aspects of political, economic and social life (e.g., by providing needed public services, infrastructure, equal rights to economic resources and financial services, social protection policies and laws).

Our University recognises that there are people of diverse gender identities. We aspire to have a positive impact on the lives and experience of Tasmanians by improving gender equity through teaching, research, policies, procedures, and targeted scholarships and programs.

Student access measures

Tracking access measures

The University of Tasmania is committed to gender equity and systematically monitors the number and proportion of women applicants, offers made to women, offer acceptance rates, and commencing (entering) female students (including women in non-traditional disciplines). The University also measures and tracks female student success outcomes. Advancing gender equity will enable the University to position itself to capitalise on its diverse workforce and student base to drive a more engaged and inclusive work environment, higher levels of innovation, smarter decision making and operational efficiencies which will allow the University to achieve its research, learning and community engagement ambitions locally, nationally and internationally

Gender-disaggregated data are collected through the University's student management and reporting systems and are reviewed regularly to identify equity gaps, monitor trends and inform policy and program responses (e.g., headcount and percentage of women’s enrolments is recorded weekly). Data is reported internally to support strategic planning and continuous improvement and can be accessed through Student Diversity dashboards. For example, overall women’s enrolments have remained relatively stable over the last five years, with a slight but noticeable increase in the last two years. In 2025 women accounted for 66.5% of all enrolled students.

The dashboards also allow filtering by discipline, study level and specific degree. More granular analyses help unmask significant differences in the likelihood of there being women applications between subject areas.

Data on commencing (entering) and completion of female students are reported externally each year to the Australian Government Department of Education, who makes these metrics publicly accessible through their ‘Selected Higher Education Statistics’report. This report includes admissions of women and other underrepresented groups per university (so data reported by the University of Tasmania can be identified).

The University uses these data to identify women’s participation gaps, monitor progress toward gender 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 women, the University can monitor progress towards equitable participation in higher education and support student success regardless of gender.

Policy for women applications and entry

The University of Tasmania maintains a comprehensive policy framework that supports women's applications, admission, entry and participation in higher education. The University's approach is founded on principles of equity, inclusion and non-discrimination, including gender equity, ensuring that prospective students have equitable opportunities to apply, gain admission, enrol and succeed in higher education regardless of gender. These principles support women's applications, acceptance, entry and participation across the student lifecycle.

The University’s Inclusion, Diversity and Equity Principles guide institutional planning and decision-making. A key principle is to "integrate inclusion, diversity and equity into University planning and practice, through shared ownership and responsibility." These principles provide the overarching framework through which gender equity, including women's access to and participation in higher education, is embedded across University policies and operations.

This commitment is reflected in the University’s Admission, Enrolment and Credit Policy. This policy outlines the University of Tasmania's commitment to responsibly manage student admission, enrolment and the granting of credit in recognition of formal, informal and non-formal prior learning. Under the ‘Admission’ section, the policy states that "participation opportunities for prospective students will be accessible to all students regardless of diversity in previous learning experiences and background (e.g. gender …)." (Principle 1.3). Through this policy, the University commits to equitable acceptance, entry, and participation for women and ensures that gender is not a barrier to application, admission or enrolment at the University.

The University also publishes comprehensive and transparent admissions information, outlining admission requirements, alternative entry pathways and special consideration processes. These arrangements support equitable access to higher education and enable applicants from diverse backgrounds, including women whose educational pathways may have been interrupted or non-traditional, to access the University through multiple admission pathways

The University also maintains a dedicated Gender Equity program that promotes equitable opportunities and outcomes for women across the student experience, reinforcing the University's commitment to women's access, participation and success in higher education. Beyond admission, the University actively encourages and supports women's ongoing participation and success through a range of targeted initiatives and services. These include:

• 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.
• 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.

Together, these initiatives help remove barriers to application, admission, entry and participation, supporting women's access to the University of Tasmania and their progression throughout their studies.

The University's commitment to women's admission and participation is further reinforced through its  Behaviour Policy and Procedure. These documents prohibit discrimination, harassment and gender-based misconduct. These requirements apply across all aspects of University activity, including admissions, enrolment and student participation, helping to ensure a safe, respectful and inclusive learning environment for women.

Through this integrated framework of equity principles, admissions policy, inclusive entry pathways, targeted support programs and protections against discrimination, the University of Tasmania demonstrates a clear institutional commitment to supporting women's applications, admission, acceptance, entry and participation in higher education.

Women’s access schemes

The University takes proactive steps to improve the access, participation and success of students from diverse and underrepresented groups, including women.

Through its dedicated Gender Equity program, the University promotes equitable opportunities and outcomes for women across the student experience and provides a range of access schemes aimed at supporting women's entry into higher education, participation in university life and academic success. These schemes include scholarships, mentoring programs and practical support initiatives.

Scholarships for women

The University provides a range of scholarships that support women's access to higher education. Several of these scholarships are specifically designed to increase participation in disciplines where women have historically been underrepresented. Prospective students can search and filter the University's scholarship database to easily identify women-focused scholarship opportunities.

Some examples of scholarships for women are

• Women in Maritime Engineering Scholarship, provided by the Centre for Maritime Engineering and Hydrodynamics, aims to increase women's participation in maritime engineering programs.
• Bonnie Tilley Scholarship for Tasmanian Women is designed to help young Tasmanian women, particularly those from rural areas, access higher education.
• Granville Harbour Wind Farm Women in Engineering Scholarship supports women to enter non-traditional areas of study such as engineering
• Riawunna luna (women’s) Aboriginal scholarship, available to a female Aboriginal student in their second year of undergraduate study at the University of Tasmania
• TasWater Women in STEM Scholarship provides career pathway opportunities to women studying STEM who are passionate about a future career within Tasmania

Mentoring programs

The University offers mentoring and leadership programs that support women's access to educational and leadership opportunities and help build confidence, networks and pathways for future success.

A flagship initiative is Pathways to Politics for Women. The University recognises that it has never been more important to encourage women, from all kinds of backgrounds, to bring their perspectives to our municipal councils and state and federal parliaments.

The program 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 uniquely designed in collaboration between the University of Tasmania and seven other leading universities across Australia, tailored to the Tasmanian context. Participants gain first-hand insights from prominent politicians, advisors, speechwriters and media trainers to give them confidence and clarity about their future in politics in a safe, supportive environment. This accessible and fully funded program allows participants to benefit from Australia's most comprehensive and award-winning program; learn to be the politician they want to be in a safe, inclusive space; and help shape Australia’s political landscape.

The University also supports the Inspiring Women in STEMM Fellowship Program, which provides mentoring, professional development, networking opportunities and funding for women undertaking STEMM research degrees. The program is designed to reduce barriers for girls and women to engage in STEMM by supporting participants to undertake outreach activities, share their experiences and act as role models within schools and communities. In 2025, four University researchers received fellowships to deliver STEMM engagement initiatives and inspire future generations of women in STEMM. The four researchers span diverse fields of science, from marine and maritime sciences to agriculture and health.

Other schemes

aKIDemic Life is a free online resource hub that supports female research students and academics balancing study and work with parenting and caring responsibilities. The hub provides resources for mothers and carers in relation to: career planning, study and work-life balance, travel, maternal leave, return to work/study, fieldwork, relocation, finances and health.

One specific resource of the hub is for postgraduate students parenting. This resources guides women postgraduate students through the main challenges they might face while undertaking study and provides advice on how to overcome these challenges. This resource also points to additional resources that female students can access throughout their degree.

Furthermore, the University provides parenting and family-friendly facilities, including breastfeeding rooms, that actively support female students’ access to studying at the University. These facilities help remove practical barriers to participation by enabling students with parenting responsibilities to continue their studies while balancing caring commitments

Together, these scholarships, mentoring initiatives and practical support programs help reduce barriers to higher education, expand opportunities for women to access the University of Tasmania, and support their participation and success throughout their academic journey.

Women’s application in underrepresented subjects

The University of Tasmania actively encourages applications from women to disciplines and leadership pathways where they have traditionally been underrepresented through outreach initiatives, collaborative programs and targeted support measures designed to increase participation and progression.

A key example is Pathways to Politics for Women, an initiative delivered by the University of Tasmania in collaboration with seven leading Australian universities. The program is designed to increase the participation of women in political leadership by equipping women from diverse backgrounds with practical training, mentoring, networking opportunities and ongoing support. Participants gain first-hand insights from prominent politicians, advisors, speechwriters and media trainers to give them confidence and clarity about their future in politics in a safe, supportive environment. As a fully funded program, Pathways to Politics for Women reduces barriers to participation and encourages women from diverse backgrounds to pursue leadership pathways traditionally characterised by lower female representation.

The University also supports the Inspiring Women in STEMM Fellowship Program, which seeks to reduce barriers for girls and women engaging in science, technology, engineering, mathematics and medicine (STEMM). The program provides support for women researchers to undertake outreach activities in schools and communities, share their experiences and act as role models for future generations of women considering STEMM study and careers, helping to encourage girls and young women to pursue higher education pathways in STEMM disciplines. In 2025, four University researchers received fellowships to deliver STEMM engagement initiatives and inspire young women both in Tasmania and internationally. Initially supported by funds from the 2018 Vice-Chancellor's Awards for Outstanding Community Engagement, the program was subsequently run in collaboration with public organisations and crowd-sourced donations, and it is now supported by Inspiring Tasmania (a government-funded science engagement initiative) and sponsorship from the University.

These initiatives are complemented by scholarships targeted at increasing women's participation in disciplines where they have historically been underrepresented, including engineering, maritime studies and STEM-related fields, helping to create pathways from aspiration to enrolment. Many of these scholarships are offered in collaboration with the local and/or state governments and the industry. For example:

• AMSA Sara Bool Women in Maritime Engineering Scholarship. The Australian Maritime Safety Authority (AMSA) is Australia's national agency responsible for maritime safety, protection of the marine environment, and maritime aviation search and rescue.
• Granville Harbour Wind Farm Women in Engineering Scholarship. This scholarship is generously funded by the Granville Harbour Wind Farm (GHWF) located on the west coast of Tasmania.
• TasNetworks Women in Engineering Scholarship. TasNetworks is a Tasmanian Government State -owned corporation that supplies power from the generation source to homes and business throughout the state.
• TasWater Women in STEM Scholarship. TasWater is jointly owned by Tasmania’s 29 local councils and the Tasmanian State Government.

Furthermore, The Young Tassie Scientists program, supported and hosted by the University of Tasmania alongside National Science Week, aims to broaden the profile of science throughout Tasmania and to provide insights into working as a scientist. The program coordinates statewide school visits, interactive activities, and public science talks across Tasmania every year. The University is also the host organisation for the Tasmanian Inspiring Australia network node, supporting capacity building in the sciences in Tasmania through outreach events such as National Science Week (Australia's annual nationwide celebration of science, technology, engineering, and mathematics), the Festival of Bright Ideas (Tasmania's premier annual STEM festival, which includes a dedicated Schools Day) and targeted science communications. Through these initiatives, school-aged girls are exposed to STEM engagement opportunities and female STEM role models, helping encourage future participation in STEM-related higher education pathways.

Women’s progress measures

Policy of non-discrimination against women

The University of Tasmania maintains a comprehensive policy and governance framework that prohibits discrimination against women and promotes gender equity across all aspects of university life. The Gender Equity unit clearly states that advancing gender equality demands commitment and action. Advancing gender equity will enable the University to position itself to capitalise on its diverse workforce and student base to drive a more engaged and inclusive work environment, higher levels of innovation, smarter decision making and operational efficiencies which will allow the University to achieve its research, learning and community engagement ambitions locally, nationally and internationally.

The University’s People Policy, under section 1: People recruitment, management and development’ mandates that “Appointments will be transparent, equitable and merit-based, and applicants treated fairly and respectfully” (Principle 1.1), “Staff will be respectful and fair in the management of people.“ (Principle 1.5), and “remuneration of staff will be guided by principles of fairness, gender equity” (principle 1.8b. These principles ensure that women are not discriminated on the basis of gender. The Policy also includes section 2: Inclusion, Diversity and Equity, which mandates that “Members of the University community will ensure their work and actions are respectful of the diversity within the University community” (Principle 2.1) and “When making a decision, members of the University community will consider the impact of intersectionality – how multiple social identities (eg age, race, gender or gender reassignment, (…) etc) shape individual experiences of discrimination and/or disadvantage” (Principle 2.2).

The University’s Behaviour Policy sets out the University’s expectations for appropriate behaviour and identifies the behaviours and conduct that are not accepted by the University, with a focus on the safety and wellbeing of the University community and a victim-centred approach (see Purpose section). Discrimination against women and people of diverse sexuality and gender identities is considered inappropriate behaviour under this policy as explicitly indicated in the Behaviour Procedure.

The Behaviour Procedure details examples of unaccepted behaviours against women, including but not limited to discrimination against women.

• Unlawful discrimination against women. This implies treating a woman or women less favourably on the basis of their gender and gender identity. These are prescribed under State or Federal legislation. Specific examples of direct discrimination include refusing to employ or promote a person because they are or identify as a woman or giving a woman a lesser (or no) pay increase because they are about to commence maternity leave.
• Behaviour which offends, humiliates, or intimidates on the basis of gender and gender identity. Specific examples include making inappropriate comments to a woman who needs to leave a tutorial early to collect their child from care or deliberating embarrassing a female colleague who is expressing milk for the purposes of breastfeeding their child.
• Sexual misconduct, including sexual assault, sexual harassment and gender-based violence, (e.g., violence against women because of their gender). Sexual assault covers a range of sexual acts (or attempted acts) directed towards or committed upon another person, without their consent. Sexual harassment may include sexual conversation or content, comments of jokes of a personal or sexual nature, obscene gesturing and other inappropriate behaviours.

The University has also developed a Gender-Based Violence Action Plan 2025-2026. Gender-based violence describes violence rooted in gender-based power inequalities, rigid gender norms and gender-based discrimination. The term is most often used to describe violence against women and girls, because most gender-based violence is perpetrated by men against women, because they are women. This includes but is not limited to physical, emotional, financial abuse and coercive control. The University’s approach to gender-based violence in multi-faceted, and includes prevention, meaning taking a whole-of-university approach to changing the norms and behaviours that promote violence and discrimination.

The University's commitment to non-discrimination against women is further supported by accessible reporting, support and resolution mechanisms. Any member of the University community may raise a concern or make a formal complaint regarding discrimination, harassment, sexual misconduct or other inappropriate behaviour. Complaints may be raised informally or formally, including through online reporting channels, and complainants are supported by the Student Safety and Wellbeing Team and People and Wellbeing throughout the process. The University accepts anonymous complaints, provides access to independent support and advocacy services, and maintains clear procedures for investigation, resolution and appeal. Complaints relating to gender-based violence are subject to specific provisions recognising the particular sensitivities and complexities associated with reporting such behaviour. The Behaviour Procedure and the Safety, security and wellbeing webpage provide detailed information on how to report cases of discrimination against women, how this inappropriate behaviour is assessed and resolved, and how to elevate complaints to an external agency.

In addition, the University has established a network of trained Behaviour Contact Officers (BCOs), who provide a confidential first point of contact for women (employees and students) experiencing discrimination, harassment or bullying. BCOs provide information, guidance and referrals to appropriate support services, helping individuals understand their rights, explore options and make informed decisions about next steps.

Non-discrimination policies for transgender

https://www.utas.edu.au/equity-diversity/gender-transition-affirmation

Maternity policy

The University of Tasmania is committed to supporting the participation, retention and career progression of women through comprehensive maternity, parental leave, flexible working and parenting support arrangements.

Maternity Leave (employees)

The University's parental leave provisions are set out in the UTAS Signed Staff Agreement 2021-2025, section 57 – Parental Leave (p.89), which provides paid and unpaid leave entitlements for staff welcoming a child through birth, adoption, surrogacy, long-term foster care or legal guardianship arrangements.

Eligible staff members are entitled to up to 26 weeks of paid parental leave, comprising an initial 14-week period of paid leave and a further 12 weeks of paid leave for employees who commit to returning to work following their parental leave period. This entitlement is available to employees who are the primary caregiver and is paid at the employee's substantive employment fraction and ordinary rate of pay.

The University recognises that women's participation in the workforce can be affected by caring responsibilities. To support employees before and after the birth of a child, the Staff Agreement includes provisions for:

• transfer to a safe job, modification of duties, or paid no-safe-job leave where pregnancy-related risks arise;
• up to 24 months of parental leave through a combination of paid and unpaid leave arrangements;
• paid partner leave to support shared caring responsibilities;
• paid leave where a pregnancy does not result in the birth of a living child;
• paid surrogacy leave; and
• paid leave associated with adoption, fostering and guardianship arrangements.

To assist women returning to work following maternity leave, the University the Staff Agreement also includes a clause to make reasonable accommodations to working arrangements, including reduced working hours on either a temporary or ongoing basis (clause 57.14).

The Staff Agreement further recognises the importance of balancing work and family responsibilities. Workload allocation, rostering and workplace flexibility arrangements are required to consider employees' family and caring responsibilities, helping staff maintain participation and career progression while undertaking caring roles.

Flexible Working Arrangements (employees)

The University further supports women's participation through its Flexible Working Arrangements Procedure. The Procedure acknowledges the University's commitment to supporting employees to achieve their work, personal, family and relationship goals by facilitating flexibility in employment and working arrangements. Employees may access a range of flexible work options, including part-time employment, flexible working hours, job-sharing arrangements, working from home, purchased leave and flexibility to manage unexpected caring and family commitments. The University commits to considering requests for flexible working arrangements with a genuine desire to achieve mutually beneficial outcomes and specifically recognises the needs of employees who are pregnant, caring for young children or undertaking other caring responsibilities. These arrangements help women remain engaged in employment and continue their career progression while balancing parenting and family responsibilities.

Breastfeeding on Campus Statement and facilities (employees and students)

The University also maintains a comprehensive framework to support students and staff who are pregnant, parenting or breastfeeding. Through its Parenting Facilities and Breastfeeding on Campus Statement, the University actively supports women managing parenting responsibilities alongside study or employment. The University expressly welcomes and supports staff and students wishing to balance parenting responsibilities with their work or study commitments and provides dedicated parenting facilities across its campuses. These facilities include private breastfeeding and expressing spaces, feeding chairs, baby-changing facilities, lockable rooms and access to breastmilk storage arrangements. On-campus childcare services are also available at selected campuses.

The Breastfeeding on Campus Statement further provides flexibility for both staff and students to take lactation breaks as reasonably required. This includes time to breastfeed or express milk, flexible start and finish times where appropriate, and access to dedicated parenting facilities. Students who are breastfeeding or caring for infants may discuss and agree flexible attendance arrangements with their course or unit coordinators, including arrangements that enable participation in learning activities while breastfeeding, bottle-feeding or when infants accompany them to campus. These provisions help ensure that pregnancy, breastfeeding and caring responsibilities do not become barriers to participation in higher education.

The University also recognises breastfeeding as a protected activity and provides support mechanisms for staff and students who experience discrimination or harassment associated with pregnancy, parenting or breastfeeding. Through these arrangements, the University demonstrates its commitment to supporting the continued participation, wellbeing and success of women throughout their study and employment journey

Maternity provisions for students

The University supports students who are pregnant, parenting or breastfeeding to continue participating in higher education through a range of leave, scholarship and candidature-management provisions.

Higher Degree by Research (HDR) candidates who are primary carers are entitled to up to 12 months unpaid maternity or parental leave for each pregnancy or legal adoption during their candidature. HDR candidates who are partners of a primary carer are also entitled to parental leave following the birth or adoption of a child. HDR candidates may additionally access carer's leave when caring for an immediate family member or dependant.

For HDR candidates receiving University-administered scholarships, the University provides paid parental leave arrangements aligned with the Commonwealth Scholarship Guidelines. HDR scholarship recipients who are the primary carer are entitled to up to 20 weeks of paid parental leave per birth, adoption or long-term foster care arrangement, in addition to the normal duration of the scholarship. HDR scholarship holders are also eligible for paid parental leave as the partner of a primary carer and may access paid Family and Domestic Violence Leave.

The University further supports research candidates with caring responsibilities through flexible study arrangements. HDR candidates may retain University-administered scholarships while studying part-time, including where caring responsibilities affect their ability to undertake full-time study. These arrangements help ensure that pregnancy, parenting and caring responsibilities do not become barriers to research participation and completion.

Beyond HDR candidature, the University supports students through its Parenting Facilities and Breastfeeding on Campus Statement, which provides parenting rooms, breastfeeding and expressing facilities, lactation breaks and flexible attendance arrangements for students balancing study and caring responsibilities. These arrangements enable students to continue participating in higher education while managing parenting responsibilities.

Anti-discrimination provisions

Employees and students who experience discrimination or harassment associated with pregnancy, parenting or breastfeeding are able to access support and complaint mechanisms through the University.

Complaints may be raised informally or formally, including through online reporting channels, and complainants are supported by the Student Safety and Wellbeing Team and People and Wellbeing throughout the process. The University accepts anonymous complaints, provides access to independent support and advocacy services, and maintains clear procedures for investigation, resolution and appeal. The Behaviour Procedure and the Safety, security and wellbeing webpage provide detailed information on how to report cases of discrimination against women, how this inappropriate behaviour is assessed and resolved, and how to elevate complaints to an external agency.

In addition, the University has established a network of trained Behaviour Contact Officers (BCOs), who provide a confidential first point of contact for staff and students experiencing discrimination, harassment or bullying, including behaviour associated with pregnancy, parenting, breastfeeding or family responsibilities. BCOs provide information, guidance and referrals to appropriate support services, helping individuals understand their rights, explore available options and make informed decisions about next steps.

Through its maternity and parental leave provisions, flexible working arrangements, HDR scholarship entitlements, breastfeeding and parenting support measures, and anti-discrimination protections, the University of Tasmania demonstrates a comprehensive commitment to supporting women's participation, retention and advancement in both employment and higher education. Collectively, these measures help ensure that pregnancy, parenting and caring responsibilities do not create barriers to participation, enabling women to continue pursuing their career and educational goals while balancing family responsibilities.

Childcare facilities for students and employees

The University of Tasmania recognises that access to high-quality and affordable childcare is critical to supporting participation in education and employment. To assist staff and students with caring responsibilities, the University provides access to childcare services through dedicated early learning centres located on or adjacent to University campuses.

The University partners with Lady Gowrie Tasmania to provide childcare services for members of the University community. Early learning centres are located at the University's Newnham Campus in Launceston and Sandy Bay campus in Hobart, providing convenient access to childcare for staff and students attending or working at these campuses. In addition, other Lady Gowrie Tasmania centres operate in close proximity to the University's Hobart and Launceston facilities, further expanding childcare options for families.

These services provide high-quality early childhood education and care for infants, toddlers and preschool-aged children, helping parents balance study, work and family commitments. Access to childcare enables staff and students with caring responsibilities, particularly women, to participate more fully in university life, pursue educational and career opportunities, attend classes and meetings, and engage in research and professional activities.

The University recognises that affordability is an important consideration for families accessing childcare. Staff and students may be eligible for childcare fee support and subsidies that significantly reduce out-of-pocket childcare costs. The level of fees charged is relative to individual financial circumstances.

The University's commitment to supporting parents extends beyond childcare services. Through its Parenting Facilities and Breastfeeding on Campus Statement, the University actively supports staff and students managing parenting responsibilities alongside study and employment. The University welcomes and supports staff and students wishing to balance parenting responsibilities with their work or study commitments and provides dedicated parenting facilities across its campuses. These facilities include private breastfeeding and expressing spaces, feeding chairs, baby-changing facilities, lockable rooms and access to breastmilk storage arrangements. Parenting rooms are available across multiple campuses and are supported by guidance, facilities and flexible arrangements for parents.

The Breastfeeding on Campus Statement further provides flexibility for both staff and students to take lactation breaks as reasonably required. This includes time to breastfeed or express milk, flexible attendance arrangements for students and flexible working arrangements for staff where appropriate. Students who are breastfeeding or caring for infants may discuss and agree flexible attendance arrangements with course and unit coordinators, including arrangements that enable participation in learning activities while breastfeeding, bottle-feeding or when infants accompany them to campus. These provisions help ensure that pregnancy, breastfeeding and caring responsibilities do not become barriers to participation in higher education.

The University also recognises breastfeeding as a protected activity and provides support mechanisms for staff and students who experience discrimination or harassment associated with pregnancy, parenting or breastfeeding. Through these arrangements, the University demonstrates its commitment to supporting the continued participation, wellbeing and success of women throughout their study and employment journey.

By providing convenient access to childcare services, parenting facilities and family-friendly support arrangements, the University of Tasmania helps remove barriers that can disproportionately affect women and supports their participation, retention and advancement in higher education and employment.

Women’s mentoring schemes

The University of Tasmania provides a broad range of mentoring, peer-support, leadership and professional development programs that support women's participation, success and progression throughout their studies. These include women-specific mentoring initiatives as well as institution-wide mentoring programs that are widely accessed by female students. Collectively, these schemes engage a substantial proportion of the University's female student cohort and provide opportunities for women to receive mentoring, develop leadership capabilities, build professional networks and support the success of other students.

Women-specific mentoring programs

A flagship initiative is Pathways to Politics for Women. The University recognises that it has never been more important to encourage women, from all kinds of backgrounds, to bring their perspectives to our municipal councils and state and federal parliaments. The program 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 uniquely designed in collaboration between the University of Tasmania and seven other leading universities across Australia, tailored to the Tasmanian context. Participants gain first-hand insights from prominent politicians, advisors, speechwriters and media trainers to give them confidence and clarity about their future in politics in a safe, supportive environment. As a fully funded program, Pathways to Politics for Women reduces barriers to participation and encourages women from diverse backgrounds to pursue leadership pathways traditionally characterised by lower female representation.

The University also supports the Inspiring Women in STEMM Fellowship Program, which provides mentoring, professional development, networking opportunities and funding for women undertaking STEMM research degrees. The Program seeks to reduce barriers for girls and women engaging in science, technology, engineering, mathematics and medicine (STEMM). The program provides support for women researchers to undertake outreach activities in schools and communities, share their experiences and act as mentors and role models for future generations of women considering STEMM study and careers, helping to encourage girls and young women to pursue higher education pathways in STEMM disciplines. The Program provides funds for the selected applicants to set up a program to mentor and inspire youth in their community, and to remove barriers to the STEMM success of the next generation. In 2025, four University researchers received fellowships to deliver STEMM engagement initiatives and inspire young women both in Tasmania and internationally, reaching numerous girls. The four researchers span diverse fields of science, from marine and maritime sciences to agriculture and health.

Peer mentoring and peer-assisted learning

The University provides extensive peer-learning and peer-mentoring opportunities that are available to all female students through its Peer-Assisted-Study-Sessions-(PASS) program. PASS provides free, unit-specific study sessions led by experienced students who have successfully completed the relevant units. Students receive academic mentoring, study support, guidance from trained peer leaders and opportunities to build connections with fellow students in a supportive and inclusive environment. PASS operates across multiple disciplines, campuses and delivery modes, creating mentoring opportunities for large numbers of students, including women across all stages of study.

The University also delivers Peer Assisted Learning Support (PALS), connecting students with trained student leaders through individual drop-in sessions available both on-campus and online. These programs support transition, belonging, retention and academic success.

The Speerment Program is a Specialist Peer Mentor Program available to all female students on the autism spectrum. These students have access to trained peer mentors who support study planning, assessment management, workload organisation and development of interpersonal skills. Mentors maintain regular contact, helping students successfully navigate university study and develop strategies for academic success.

Leadership, professional and research mentoring

The University's Student Ambassador Program provides mentoring and peer-support opportunities that are available to all female students through school visits, campus tours, open days, information sessions and direct support for commencing students. Student ambassadors provide peer mentoring, one-on-one guidance to new students, helping them navigate university life and develop a sense of belonging within the University community. The 2025 Ambassador cohort includes a large and diverse group of students representing different disciplines and campuses.

Women undertaking Higher Degree by Research programs can also access mentoring through discipline-specific programs that support mentees in establishing mentoring relationships that foster professional growth, networking, leadership development, collaboration and career progression. These relationships offer flexibility, adapting to the mentee's changing needs without fixed durations or rigid structures. It is based on mutual interests, respect, and the organic connection between the mentor and mentee. The University provides resources to students to guide them through the identification of a mentor, contacting potential mentors and provide information of what to expect

The University further encourages mentoring and capacity building through communities of practice and professional development initiatives, including the AI Community of Practice, which facilitates knowledge sharing, collaboration, networking and mentoring among staff and HDR candidates interested in artificial intelligence and emerging technologies.

Experiential learning and internship mentoring

Female students also benefit from mentoring embedded within internship and work-integrated learning programs. For example, through the Sustainability Integration Program for Students (SIPS), students undertake paid sustainability internships and are supported by mentors from a range of academic and professional areas across the University while working on real-world sustainability challenges. These internships are available to all female students at all study levels and all disciplines.

Commitment to supporting women

Through women-specific mentoring initiatives, peer-assisted learning programs, specialist support services, ambassador programs, research mentoring schemes and mentored internship opportunities, the University provides mentoring opportunities across all stages of the student lifecycle. Together, these programs support academic success, leadership development, professional networking and career progression, ensuring that women have access to meaningful mentoring and peer support throughout their studies.

Women’s success and support

The University of Tasmania is committed to gender equity and systematically monitors the number and rate of women’s graduations compared to men’s. Advancing gender equity will enable the University to position itself to capitalise on its diverse workforce and student base to drive a more engaged and inclusive work environment, higher levels of innovation, smarter decision making and operational efficiencies which will allow the University to achieve its research, learning and community engagement ambitions locally, nationally and internationally. This data is monitored by the University and regularly reported internally and externally.

Gender-disaggregated data are collected through the University's student management and reporting systems and are reviewed regularly to identify equity gaps, monitor trends and inform policy and program responses (e.g., headcount and percentage of women’s completion is reported on an annual basis). These data enable the University to compare women's and men's completion outcomes, identify areas where disparities may exist, and evaluate the effectiveness of initiatives designed to support student success and gender equity.

Data is reported internally to support strategic planning and continuous improvement and can be accessed through Student Diversity dashboards. For example, women’s four-year completion rates have increased in the last two years, after a slight drop for women who enrolled during COVID-impacted years. The University's monitoring indicates that women consistently achieve higher four-year completion rates than men. Continuous monitoring enables the University to identify emerging disparities and implement targeted interventions where required.

The dashboards also allow filtering by discipline, study level and specific degree. More granular analyses enable the University to identify variations in women's completion outcomes across different disciplines and study areas, helping inform targeted support and intervention strategies where required. These figures are tracked over time and reported regularly both internally and externally.

Data on completion of female students are reported externally each year to the Australian Government Department of Education, who makes these metrics publicly accessible through their ‘Selected Higher Education Statistics’report. This report includes course completions of women and other underrepresented groups per university (so data reported by the University of Tasmania can be identified).

The University uses these data to monitor women's completion outcomes relative to men, identify disparities where they emerge, evaluate the effectiveness of equity initiatives and inform future policy, programs and investment decisions. While current data indicate that women achieve completion outcomes that are comparable to, or exceed, those of men, the University continues to maintain targeted initiatives that support women's participation, retention and academic success. Through ongoing monitoring and evidence-based interventions, the University demonstrates its commitment to ensuring that all students have equitable opportunities to successfully complete their studies regardless of gender.

The University also maintains a dedicated Gender Equity program that promotes equitable opportunities and outcomes for women across the student experience, reinforcing the University's commitment to women's success in higher education. The University actively encourages and supports women's ongoing participation and success through a range of targeted initiatives and services. These include:

• 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, 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.
  • Inspiring Women in STEMM Fellowship Program, which provides mentoring, professional development, networking opportunities and funding for women undertaking STEMM research degrees.
• 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.

Together, these initiatives help remove barriers to women’s graduation, supporting women's progression throughout their studies.

Policies protecting those reporting discrimination

https://www.utas.edu.au/policy/policies/governance-and-accountability/6.4-Behaviour-Policy

Paternity policy

The University of Tasmania recognises that equitable sharing of parenting and caring responsibilities is critical to supporting women's participation, retention and advancement in education and employment. Through its parental leave, flexible working arrangements and parenting support provisions, the University enables fathers, partners and other carers to actively participate in childcare and family responsibilities.

Paternity and Partner Leave (employees)

The University's parental leave provisions are set out in the Staff Agreement 2021-2025, section 57 – Parental Leave. The Agreement recognises that parenting responsibilities are shared responsibilities and provides paid parental leave entitlements not only for primary carers, but also for partners and secondary carers.

The University provides paid partner leave to enable employees to support their partner and actively participate in caring responsibilities following the birth, adoption, surrogacy, fostering or guardianship of a child. The Agreement also supports flexible access to parental leave arrangements, allowing families to determine how caring responsibilities will be shared between parents.

In addition, employees may access extended periods of parental leave through combinations of paid and unpaid leave, helping parents remain engaged in family responsibilities during the critical early stages of a child's life. These arrangements support greater participation of fathers and partners in childcare and contribute to reducing the disproportionate impact of caring responsibilities on women.

The Staff Agreement further recognises the importance of balancing work and family responsibilities. Workload allocation, rostering and workplace flexibility arrangements are required to consider employees' family and caring responsibilities, enabling fathers and partners to remain actively involved in childcare while continuing their employment.

Flexible Working Arrangements (employees)

The University further supports shared parenting responsibilities through its Flexible Working Arrangements Procedure. The Procedure acknowledges the University's commitment to supporting employees to achieve their work, personal, family and relationship goals through flexible employment arrangements.

Employees may access a range of flexible work options, including:

• part-time employment;
• flexible working hours;
• job-sharing arrangements;
• working from home or alternative work locations;
• purchased leave arrangements; and
• flexibility to manage unexpected caring and family commitments.

The Procedure specifically recognises employees with caring responsibilities, including fathers and partners caring for young children, and commits the University to considering requests for flexible work arrangements with a genuine desire to achieve mutually beneficial outcomes. These provisions enable fathers and partners to undertake childcare duties and support family responsibilities while remaining engaged in their careers.

Parental Leave and Caring Support (HDR students)

The University also supports shared parenting responsibilities among Higher Degree by Research (HDR) candidates.

Under the University's HDR candidature provisions, HDR candidates who are primary carers may access up to 12 months of unpaid maternity or parental leave for each pregnancy or legal adoption. HDR candidates who are fathers or partners of a primary carer are also entitled to parental leave following the birth or adoption of a child. HDR candidates may additionally access carer's leave when caring for an immediate family member or dependant.

For HDR candidates receiving University-administered scholarships, paid parental leave provisions are also available through the HDR-Scholarships---Commonwealth-Scholarship-Guidelines. HDR scholarship holders may access paid parental leave entitlements not only as primary carers but also as fathers or the partner of a primary carer, recognising the important role that fathers and partners play in supporting childcare responsibilities without unnecessary financial disadvantage.

The Guidelines also permit HDR candidates to retain University-administered scholarships while studying part-time, including where caring responsibilities affect their ability to undertake full-time study. These arrangements help ensure that parenting responsibilities can be shared between partners without unnecessarily disrupting academic participation and progression.

Parenting and Breastfeeding Support (employees and students)

Through its Parenting Facilities and Breastfeeding on Campus Statement, the University actively supports parents balancing study, work and caring responsibilities. Dedicated parenting facilities are available across campuses for both staff and students and include private parenting rooms, all gender baby-changing facilities and family-friendly spaces.

The University also provides flexibility for students and staff with caring responsibilities, including flexible attendance arrangements, lactation breaks, and support to accommodate parenting commitments. These measures help create a family-friendly environment in which childcare responsibilities can be more readily shared between parents.

On-campus childcare services are also available at selected campuses, supporting families to balance work, study and caring responsibilities.

Contribution to Gender Equity

By providing partner leave, flexible working arrangements, flexible study options, parenting facilities and childcare support, the University enables fathers and partners to take an active role in childcare and family responsibilities. These measures help reduce the disproportionate caring burden often experienced by women and support women's participation, retention and advancement in employment and higher education.

Through this integrated framework, the University of Tasmania demonstrates its commitment to gender equity by supporting shared parenting responsibilities and creating an environment in which both women and men can balance family, study and work commitments.