OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER Employment and Engagement

Action Plan 2014–2017 Securing Success OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS

With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also historically referred to as D’harawal) and Wiradjuri Peoples and thanks them for their support of its work in their lands (Greater Western Sydney and beyond).

‘The Tree of Knowledge’ by artist Janice Bruny, Kamilaroi nation. This artwork is part of Western Sydney University Art Collection (refer virtualtours.westernsydeny.edu.au/ home).Artwork on cover is ‘Swimmy Creek’ by artist Chris Edwards, Gumbaynggirr nation. This artwork is part of Western Sydney University Art Collection (refer virtualtours. westernsydney.edu.au/home).

As a result of consultation and consideration, the University’s declared preference is for ‘Aboriginal and Torres Strait Islander’ People/ community/communities to be used when referring collectively to Australia’s original inhabitants. This refers to both Aboriginal Peoples and Torres Strait Islander Peoples. The University appreciates your support in ensuring that the correct acknowledgment of Aboriginal and Torres Strait Islander Peoples in Australia is respected and upheld.

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MESSAGE FROM THE VICE-CHANCELLOR WE ARE A CULTURALLY DIVERSE REGION

Western Sydney University is a large, research-led, metropolitan university with campuses throughout Greater Western Sydney, one of the fastest growing and most dynamic regions in Australia. Home to over 1.8 million people, Greater Western Sydney is one of the country’s most important economic powerhouses, with an $80 billion economy that is the third largest in Australia.

It is a living culture that is an intrinsic part see a greater representation of Aboriginal Managers across our administrative areas, is of the Australian identity and the Australian and Torres Strait Islander People in a whole to embrace this Action Plan, to ensure that character. We are providing our employees range of ways within our institution for us to you, firstly understand it and understand its’ with an opportunity to learn Aboriginal and truly be a ‘university of the People.’ Western objectives but work to implement it. I think Torres Strait Islander culture and history in Sydney University can only be a university when we have that breadth of involvement, their workplaces, so that in the future they of the people when we reach out to those that breadth of ownership of the plan, then will have the knowledge and skills to engage, communities. we will all have, I think, a greater chance of and work effectively, in inclusive language bridging the gap between ambition and and practices, It will also enable employees I think it’s characteristic of Australia at the reality. to work in a culturally acceptable manner, moment that our understanding of Aboriginal with Aboriginal and Torres Strait Islander and Torres Strait Islander People, of their We need to ensure that we are active when People in every business or organisational culture, of their language, and of their we seek to make appointments, that we are setting. The University set up an Advisory knowledge systems, is not as deep or as rich not in a position where the immediacy and Board because we have an Aboriginal and as it could be, so as a country I think we need the urgency of making an appointment, takes Torres Strait Islander Employment program to do more to develop that understanding us away from looking for the best possible and to be able to do that well we need and the depth of it. I think the Action Plan outcome for the organisation. We need to be to partner with the community and have is going to help the University, in a very real looking and actively seeking to support that community leaders help design and monitor way, to engage with our Aboriginal and diversity across Western Sydney University. the program. That’s what’s important to us – Torres Strait Islander communities, with our students, our staff and with the broader to make sure that the Aboriginal and Torres To help people to advance their lives, to community, and I think it will help make us Strait Islander People have opportunities for see, particularly young people having a leader in developing and deepening that education and employment. Their wisdom an opportunity they otherwise wouldn’t understanding. is what will make the program successful have to thrive, develop and mature within our organisation or as students that and that’s why this Board is the very best It’s my hope that by having more people we’re teaching, is a wonderful and unique thing we’ve done in terms of our program. of an Aboriginal and Torres Strait Islander opportunity for all of us. So I think there are Rhonda Hawkins Deputy Vice-Chancellor background active within all levels of the enormous personal benefits from embracing Corporate Strategy and Services Message organisation, that we will have contributed this Plan and making it part of our lives. from the Vice-Chancellor My personal vision to breaking down some of the barriers for the University’s role in the Aboriginal and and misunderstandings that exist in our Torres Strait Islander Action Plan is to see People need to feel good about what they’re community in relation to Aboriginal and Torres doing and one thing this Action Plan will do is the University partnering with the Aboriginal Strait Islander People. I think, if we can remove provide people with plenty of opportunity to and Torres Strait Islander communities of bigotry and bias and misunderstanding by make a difference. Greater Western Sydney in a much more real promoting and valuing the importance of and tangible way than it has in the past. We Aboriginal and Torres Strait Islander People in need to better understand and appreciate Australia, we will go a long way to addressing Aboriginal and Torres Strait Islander culture, a number of issues we have in this country. their knowledge systems and what that information can do to contribute more My personal call to action to all my Colleagues broadly to the multicultural community within Western Sydney University, our Deans, Professor Barney Glover that we share in this region. We need to Schools, Institutes, Divisions and Senior Vice-Chancellor and President

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LEARNING TO UNDERSTAND, APPRECIATE AND RESPECT

We believe it is very important for all our people to have a better understanding and appreciation of the deepest and oldest culture in the world.

It is a living culture that is an intrinsic part of the Australian identity and the Australian character. We are providing our employees with an opportunity to learn Aboriginal and Torres Strait Islander culture and history in their workplaces, so that in the future they will have the knowledge and skills to engage, and work effectively, in inclusive language and practices, It will also enable employees to work in a culturally acceptable manner, with Aboriginal and Torres Strait Islander People in every business or organisational setting.

The University set up an Advisory Board because we have an Aboriginal and Torres Strait Islander Employment program and to be able to do that well we need to partner with the community and have community leaders help design and monitor the program.

That’s what’s important to us – to make sure that the Aboriginal and Torres Strait Islander People have opportunities for education and employment. Their wisdom is what will make the program successful and that’s why this Board is the very best thing we’ve done in terms of our program.

Professor Lisa Jackson Pulver Pro Vice Chancellor Engagement and Aboriginal and Torres Strait Islander Leadership and Parramatta Campus Provost

For more information about the Aboriginal and Torres Strait Islander Employment and Engagement Advisory Board click westernsydney.edu.au/oatsiee_advisory_board

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AN INVITATION

An Invitation from Melissa Williams, Director, Office of Aboriginal and Torres Strait Islander Employment and Engagement, to all our Supervisors. You can be part of great social change and help make the Western Sydney University the ‘Employer of Choice’ in our region.

The Western Sydney University Office of Aboriginal and Torres Strait Islander Employment and Engagement Action Plan will only be as good as its implementation and the people at the leading edge of that implementation are all those who have the authority and inclination to hire Aboriginal and Torres Strait Islander People.

We are inviting all our supervisors to embrace and participate in this wonderful program that will not only fulfil our vision and meet our legislative requirements, but will also establish the Western Sydney University as the ‘Employer of Choice’ for all people in our region.

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OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT

WHO WE ARE EMPLOYMENT which includes a majority of Aboriginal and Torres Strait Islander Elders, leaders and The Western Sydney University There is wide-spread cultural cultural advisors from the Greater Western Sydney (GWS) region, who volunteer their is known as a university for the endorsement amongst First expertise and time to provide advice and people and the communities they Peoples, that the Office of assistance to the office live and operate in. Aboriginal and Torres Strait ≥≥being one of the principal contact Islander Employment and points and a nexus between the multiple By emphasising the knowledge, skills, communities of GWS and the many histories, traditions and cultures of First Engagement can and should University Work Units for occasions such as Peoples Western Sydney University fosters support, advocate for and, when arranging University-sponsored ‘Welcome an environment that embraces and values appropriate, represent Aboriginal to Country’ addresses, celebratory and people’s individual differences. The University and Torres Strait Islander ceremonial events, collaborating with and/ actively develops and supports initiatives or supporting community-driven initiatives which: employees in cultural matters arising from local Aboriginal and Torres ≥≥Embrace equity in employment and which pertain to the Aboriginal Strait Islander organisations and groups. diversity in the workplace and Torres Strait Islander ≥≥promote it as a responsive partner with Employment and Engagement The Office of Aboriginal and Torres Strait which to engage in a range of enterprises strategy and goals. Islander Employment and Engagement has successfully engaged with government and The Office of Aboriginal and Torres Strait The Western Sydney University aims to be business, generating income and ongoing Islander Employment and Engagement the preferred employer of choice within commercial partnerships for the University. contributes to enhancing both the staff and Greater Western Sydney for Aboriginal and It develops targeted employment programs student experience. It represents one of the Torres Strait Islander People, by promoting aimed at catapulting Aboriginal and Torres main areas within the University that focuses the benefits of inclusiveness and diversity in Strait Islander talent into traineeships, on Aboriginal and Torres Strait Islander the workplace to all employees. The Western cadetships, professional and academic affairs. The Office of Aboriginal and Torres Sydney University Office of Aboriginal and positions at Western Sydney and beyond. Strait Islander Employment and Engagement Torres Strait Islander Employment and is a representative voice for Aboriginal and Engagement Action Plan seeks to attract, Torres Strait Islander employees and potential The Western Sydney University is committed retain and support Aboriginal and Torres Strait employees at all levels, as well as Aboriginal to being an employer of choice in our region Islander Peoples. and Torres Strait Islander ‘rising stars’, for Aboriginal and Torres Strait Islander Peoples. As a result, over the past four years, trainees, cadets, academics, professionals and We value the contributions made by our the number of Aboriginal and Torres Strait alumni. It seeks to: employees and recognise the importance of Islander Peoples employed at Western Sydney ≥≥maximise employment opportunities for a flexible, supportive and diverse working University has quadrupled in academic and Aboriginal and Torres Strait Islander People environment. ≥≥build collaborative networks and professional roles. This places the University commercial partnerships within Greater ahead in the sector and ahead of Government Western Sydney region ENGAGEMENT targets. This trend also extends to our senior ≥≥listen and give voice to the issues being staff, placing the University in the top 10% raised by the communities in Greater The Office of Aboriginal of the 33 Universities surveyed in the AHEIA Western Sydney where these impact on universities HR Benchmarking Program Final the University and its future. and Torres Strait Islander Report 2012.The University’s efforts have Employment and Engagement been acknowledged and encouraged by vigorously pursues a community continued federal government support with engagement agenda by: grants totalling $1.7 million since 2008 to be used to further its initiatives. To further these ≥≥founding the Aboriginal and Torres Strait programs, the Office of Aboriginal and Torres Islander Employment and Engagement Strait Islander Employment and Engagement Advisory Board, the first such Board in the has developed a comprehensive Action Plan tertiary education sector, membership of to build on this success.

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OFFICE OF ABORIGINAL ASPIRING TO BE AN AND TORRES STRAIT ‘EMPLOYER OF CHOICE’ FOR ISLANDER EMPLOYMENT ABORIGINAL AND TORRES AND ENGAGEMENT STRAIT ISLANDER PEOPLE

TRANSFORMING LIVES BY RAISING ASPIRATIONS

The only effective, sustainable way that we can help our Aboriginal and Torres Strait Islander community to have its fair share of this country’s prosperity is to build it up one person at a time.

To achieve this it is vital that we raise the and desire to make something of themselves Strait Islander People can bring to the Higher personal aspirations of those who have had and give them reasons to have a genuine Education sector. This requires more than their spirits hurt and their hearts broken, never expectation for success. just providing an opportunity to access or daring to dream of a better life, never being fund education and employment. It also encouraged to excel or celebrate their ancestry, At the same time we need to level the needs insight into each individual, their life never having a supportive family life, never playing field by smoothing out the paths and and culture and an understanding of how having had their talents acknowledged, never removing the obstacles to higher education and why they think and feel. To travel the knowing their own potential and never feeling and meaningful qualifications. It is also whole distance with each participant calls for like they stood a decent chance of success. We important to celebrate and acknowledge patience and commitment from all involved in need to nurture in them a personal ambition the innovation that Aboriginal and Torres the journey.

Office of Aboriginal and Torres Strait Islander Employment and Engagement at the NAIDOC 2012 Presentation. From left to right: Terri Keating, Administration Assistant; Angela Spithill, Program Manager; Melissa Williams, Director; Debbie Cummings, Project Manager; Jennifer Flood, Project Officer.

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BRINGING OUR PLAN TO LIFE

We have set in place six objectives to achieve the organisation-wide implementation of the University of Western Sydney Office of Aboriginal and Torres Strait Islander Employment and Engagement Action Plan.

OBJECTIVE 1 OBJECTIVE 2 OBJECTIVE 3 Increase the participation Ensure the University has Develop leading strategies rate and employment the ability to meet the needs and help shape the national outcomes of Aboriginal of Aboriginal and Torres agenda in Aboriginal and and Torres Strait Islander Strait Islander People as an Torres Strait Islander People across all levels of the ‘Employer of Choice’ employment and engagement Western Sydney University

OUR FIRST CADETS

JAIME-LEE WALKER MITCHELL GIBBS JARRED MACK KRISTY STANTON MATT KIRK Bachelor of Business Bachelor of Science, Bachelor of Bachelor of Business Bachelor of Business and Commerce (UWS Forensic (UWS Graduate Communications and and Commerce (UWS and Commerce (UWS Graduate 2012), Cadet 2013), Bachelor of Information Technology Graduate 2013), Cadet Graduate 2012), Cadet placement: Policy Unit, Science, Honours (UWS (UWS Graduate 2013), placement: Guest placement: Marketing NSW Aboriginal Land Graduate 2014), Cadet Cadet placement: Service Agent, Pullman Assistant, Landcom Council (2010-2011), placement: Research Trainee Analyst Hotel, Accor Group (2010-2011), Marketing UWS College Marketing and Development, Programmer, Office of (2010-2011), Assistant Assistant, Brand and Coordinator 2011-2013, NSW Police (2011-2012), State Revenue (2010- Manager, Novotel, Manly Marketing Services UWS State Youth Facilitator, St Preparing to enrol in 2012), Senior Front Accor Group (current). (2010-2011). Vincent de Paul Society, a PhD (current). End Developer, White QLD (current). Agency (current).

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BRINGING OUR PLAN TO LIFE

OBJECTIVE 4 OBJECTIVE 5 OBJECTIVE 6 Redress, through affirmative Create a work environment Build and develop a positive action in employment, that is free from working relationship with the past disadvantages discrimination, promotes an the community and relevant experienced by Aboriginal understanding of Aboriginal stakeholders to ensure the and Torres Strait Islander and Torres Strait Islander improvement of employment People culture and is culturally outcomes for Aboriginal and respectful and inclusive Torres Strait Islander People

AMANDA COOKSLEY TARREN LEON DR DANA SLAPE SONIA DEFINA JACOB PARNELL Bachelor of Traineeship, UWS (2010- Bachelor of Medicine, Bachelor of Education Bachelor of Business Communications, (UWS 2012), Bachelor of Arts, Bachelor of Surgery (UWS Graduate and Commerce (enrolled Graduate 2012), Cadet Psychology, Western (UWS Graduate 2013), 2013), Dean’s Medal 2012), Cadet placement, placement: Corporate Sydney University Cadet placement: Recipient (2014), Cadet Advertising Cadet, Communications (enrolled 2011), Dean’s Research Assistant, placement: Research Woolworths Ltd (2012- Assistant, Landcom Merit Award Recipient, Medical Education, Assistant, UWS Centre 2013), Advertising (2011-2012), Prospective UWS (2012), Annual School of Medicine, for Positive Psychology Coordinator, Woolworths Student Advisor, Australian Psychological UWS (2013), Aurora and Education (2013), Ltd (current). Western Sydney Society conference Indigenous Scholars Panania Public School University Student scholarship recipient Recipient (2013), ITAS (current). Recruitment Unit (2014), Cadet placement: Tutor, Junior Medical (current). Administration Officer, Officer, Westmead Western Sydney Hospital (current). University Information Technology Services (current).

9 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OBJECTIVE 1 Increase the participation rate and employment outcomes of Aboriginal and Torres Strait Islander People across all levels of this University.

ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 1.1 Notify all stakeholders of these (6) objectives of VC, Exec, SID September 2014 Our People/ Our Future Staffing Strategy developed Western Sydney University Office of Aboriginal and and ongoing and endorsed by Executive. Torres Strait Islander Employment and Engagement Percentage of Western Sydney University Schools, Policy and Action Plan and the key functions of Institutes and Divisions which comply with Western Western Sydney University Aboriginal and Torres Sydney University Staff Agreement agreed targets Strait Islander Employment Strategy. Encourage and Western Sydney University Aboriginal and them to apply these objectives to the workflow at all Torres Strait Islander Employment and Engagement levels of Western Sydney University activity. Policy and Action Plan (6) objectives. Increase and retain Aboriginal and Torres Strait Islander employment opportunities commensurate with Western Sydney University policy, staff agreements (including agreed targets) and broader policy requirements.

1.2 Encourage all Aboriginal and Torres Strait OATSIEE, OPC, OMC, September 2014 Number of Aboriginal and Torres Strait Islander Islander potential and existing Employees to update OED, SID and ongoing employees at all Academic and Professional staff their employment records by completing the Staff levels across the University. Online Equal Employment Opportunity Survey Western Sydney University Aboriginal and Torres in the Personal Details section at staffonline. Strait Islander employment targets aligned to westernsydney.edu.au where they can identify as Western Sydney University Staff Agreements. an Aboriginal and/or Torres Strait Islander person. Increased awareness of OATSIEE across Western Encourage staff to become an Action Plan Sydney University Campuses (measured by ambassador westernsydney.edu.au/oatsiee/ percentage of participation in significant events aboriginal_and_torres_strait_islander_ e.g. NAIDOC week and percentage of Aboriginal and employment_and_engagement/action_ Torres Strait Islander work place relations modules plan_2014-16/become_an_ambassador and to completed). promote the Western Sydney University Office of Aboriginal and Torres Strait Islander Employment External recognition of Western Sydney University and Engagement. as an ‘Employer of Choice.’

1.3 Develop and implement an effective VC, Exec, ATSIEEAB, From October 2014 Communication plan implemented across all key communication plan to ensure a universal ATSIESCC, OATSIEE, mediums. understanding of the Western Sydney University OPC, OED, OMC, OGS, Policies and guidelines adopted across Western Office of Aboriginal and Torres Strait Islander OHEPP, SID Sydney University Schools, Institutes and Divisions. Employment and Engagement Action Plan. Participation in face-to-face and online training developed and delivered to supervisors, in particular Directors of Academic Programs.

1.4 Western Sydney University Schools, Institutes OATSIEE, OPC, OESQ, From October 2014 Schools, Institutes and Divisions adopting the and Divisions to consult with the Office of Aboriginal OMC, OED, OGS, SID Western Sydney University Office of Aboriginal and and Torres Strait Islander Employment and Torres Strait Islander Employment and Engagement Engagement on the ways that they can integrate Action Plan as a Key Performance Indicator. the Western Sydney University Office of Aboriginal Number of Policies reviewed, developed and and Torres Strait Islander Employment and communicated. Engagement Action Plan into their business plans and accountabilities. Number of E-learning modules developed, delivered and evaluated. Participation across all Western Sydney University campuses.

1.5 Leverage our Early Career Academic and OATSIEE, Exec, OPC, From September 2014 Number of Aboriginal and Torres Strait Islander Early Recruitment and Retention project plans to OMC, ATSIEEAB, SID and Ongoing Career Academic positions created and filled. help implement the Western Sydney University Percentage of Aboriginal and Torres Strait Islander Aboriginal and Torres Strait Islander Employment staff converted from casual / fixed term to ongoing Strategy. employment.

1.6 Make quarterly reports to the Vice-Chancellor on OATSIEE, ATSIEEAB, SID From January 2015 Percentage of Western Sydney University Office of all progress being made in the implementation of and ongoing Aboriginal and Torres Strait Islander Employment Western Sydney University Office of Aboriginal and and Engagement Action Plan implemented across Torres Strait Islander Employment and Engagement Western Sydney University Schools, Institutes and Action Plan, using the Executive Scorecard. Divisions.

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ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 1.7 Develop and implement Service Level OATSIEE, OPC, OULC, From January 2014 Percentage of Western Sydney University Schools, Agreements between the Office of Aboriginal and OED, OSI, SID and ongoing Institutes and Divisions which have implemented Torres Strait Islander Employment and Engagement Service Level Agreements. and for instance; Office of People and Culture, Office of Equity and Diversity, Careers, Badanami Centre for Indigenous Education and all relevant units within Schools, Institutes and Divisions to attract and retain Aboriginal and Torres Strait Islander People.

1.8 Update all current relevant policies to ensure OATSIEE, OPC, From September Percentage of policies reviewed and percentage they include the designated role of the Office of ATSIEEAB, ATSIESCC, 2014 and ongoing of those requiring action. Policies reviewed, Aboriginal and Torres Strait Islander Employment OGS, OHEPP, OED, Aboriginal and Torres Strait Islander workplace and Engagement in regards to any staff or students OULC, OMC relations content developed, implemented and (in the context of employment) of the University, communicated. regardless of whether the policy is specifically pertinent to Aboriginal and Torres Strait Islander People.

1.9 Identify external and internal funding sources that OATSIEE, OHEPP, SID From September Number of submissions lodged and percentage can support the provision of programs under the 2014 and ongoing of success. Increased Aboriginal and Torres Strait Aboriginal and Torres Strait Islander Employment Islander employment through seed grant and Policy and Action Plan. Develop appropriate research projects. Compliance with Western Sydney submissions to attract funds from these sources, University policies, staff agreements. in order to increase employment opportunities for Aboriginal and Torres Strait Islander People complying with Western Sydney University policy, staff agreements and broader policy requirements.

1.10 Secure University supplementary funding, Exec As soon as available Fulfillment of the OATSIEE Action Plan and strategy. contained in the Staff Agreements, required by the Aboriginal and Torres Strait Islander Employment Strategy Consultative Committee, to meet the objectives of the strategy.

1.11 Provide with Procure a skilled manager, based OATSIEE, Exec, OPC As soon as funded Manager employed. in the Office of Aboriginal and Torres Strait Islander Employment and Engagement, to oversee the implementation of the Aboriginal and Torres Strait Islander Employment and Engagement Policy and Action Plan.

1.12 Ensure all Aboriginal and Torres Strait Islander OATSIEE, OPC, SID From September 100% up-take by staff. staff are aware of the cultural leave, language 2014 and ongoing allowances, staff development and training available to them and provide assistance in claiming these benefits.

1.13 Ensure Western Sydney University Workplace Exec, OATSIEE, OPC, SID From January 2015 Number of modules delivered and number of Cultural Appreciation training modules are available and ongoing improved processes identified and implemented and mandatory for all Western employees. including improved online and face-to-face induction, orientation, information packages and websites.

1.14 Formalise processes for the brokering of OATSIEE, OPC, SID From September Recruitment policy, processes and technology employment and engagement opportunities for 2014 and ongoing reviewed, redesigned and improved. Aboriginal and Torres Strait Islander People. This Establish metrics to indicate and inform future would also include the development of procedures needs including time to source and hire, scarcity manuals outlining the engagement and development by specialisation, geographical interest and diversity of Early Career Academics and for attracting of candidate pool. Aboriginal and Torres Strait Islander Trainees and Cadets. Tools completed.

11 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OBJECTIVE 2 Ensure the University has the abilityto meet the needs of Aboriginal and Torres Strait Islander People as an ‘Employer of Choice.’

ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 2.1 Collaborate with the Office of Governance OATSIEE, ATSIEEAB, From Percentage of Western Sydney University Schools, Services to ensure all policies, procedures and ATSIESCC, OPC, OGS, October 2014 Institutes and Divisions plans which align and guidelines advance the inclusion of Aboriginal and OED, OULC, OESQ, SID and ongoing comply with the Western Sydney Staff Agreement, Torres Strait Islander engagement, employment and Aboriginal and Torres Strait Islander Employment professional development. Policy and the Office of Aboriginal and Torres Strait The University to work towards eliminating all Islander Employment and Engagement ACTION forms of discrimination, harassment, bullying and PLAN. victimisation on the basis of race or culture. Policies updated. Regular updates and reviews to be undertaken with Degree of compliance with the Aboriginal the Office of Aboriginal and Torres Strait Islander Traditional Owners and/or Custodians protocols, Employment and Engagement. Universities Australia Cultural Competency Important References: Framework, Indigenous Higher Education Advisory Indigenous Cultural Competency Framework Council Workforce Strategy, Council of Australian Governments (COAG) targets to close the gap, Review of Higher Education Access and Outcomes Department of the Prime Minister and Cabinet, for Aboriginal and Torres Strait Islander People and the Report on the Review of Higher Education Closing the Gap in Indigenous Disadvantage Access and Outcomes for Aboriginal and Torres Indigenous Advancement Strategy Strait Islander People funding requirements.

2.2 Create more effective means of consultation that OATSIEE, Exec, From Effectiveness of the consultation process as consider the views of Western Sydney University ATSIEEAB, ATSIESCC, September 2014 determined by employees and key stakeholders such staff and students (in the context of employment) OSEQ, SID and ongoing as ATSIEEAB, ATSIESCC (measured by quorums and who identify as an Aboriginal and/or Torres Strait satisfaction). Islander Person, when developing policy, planning and decision-making processes.

2.3 Recognise that Aboriginal and Torres Strait OATSIEE, OPC, OED, From Improved culturally supportive methods of Islander People have an oral based culture and take OGSG, OMC, OHEPP, September 2014 communication identified and implemented this into account when presenting information. OUL, SID and ongoing including online and face-to-face induction and Use culturally supportive methods of communication orientation, information packages and websites. within Western Sydney University and promote Office of Aboriginal and Torres Strait Islander their success to external stakeholders. Employment and Engagement and relevant micro- websites updated and implemented.

2.4 Increase awareness of the existence of identified OATSIEE, OPC, OESQ, From Percentage of Western Sydney University Schools, Aboriginal and Torres Strait Islander employment OMC, OED, OGS, SID September 2014 Institutes and Divisions adopting and complying with positions within the Western Sydney University and ongoing the Office of Aboriginal and Torres Strait Islander community. Employment and Engagement ACTION Plan and Policies. An Aboriginal and/or Torres Strait Islander identified role requires an Aboriginal and/or Torres Strait Islander person be employed in the role on the basis of genuine occupational requirement. Being an Aboriginal and/or Torres Strait Islander Person is a genuine occupational qualification as authorised under Section 14(D) of the NSW Anti-Discrimination Act, 1977 NSW. See the Western Sydney Recruitment and Selection policy http://policies. westernsydney.edu.au/view.current.php?id=00195.

Identified positions are positions with specific selection criteria in the position description that signify that the role has a strong involvement in Aboriginal and Torres Strait Islander affairs and delivering specific products and services.

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ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 2.5 Develop and implement a Western Sydney OATSIEE, ATSIESCC, From 2014–2016 professional and career development University Aboriginal and Torres Strait Islander OPC, SID January 2014 program planned and key capabilities mapped Employee Retention Plan that includes induction, and ongoing against programs. Career transition plans mapped training, professional development, career planning, by OPC, Western Sydney University Schools, progression planning, succession planning, Institutes and Divisions. Teaching and Learning networking and mentoring. guidelines and standards developed. Performance and development processes aligned. Designated work requirements defined. Percentage of Aboriginal and Torres Strait Islander employees converted from casual/fixed term to ongoing employment.

2.6 Encourage Western Sydney University Aboriginal OATSIEE, OPC, SID From Staff Agreement adopted. Percentage of Aboriginal and Torres Strait Islander employees to take September 2014 and Torres Strait Islander staff converted from advantage of research, training and professional and ongoing casual/fixed term to ongoing employment. Number development opportunities. of Aboriginal and Torres Strait Islander positions created and filled.

2.7 Increase the Vice-Chancellor scholarships for OATSIEE, Exec, OPC From 2014 Annually Increased levels of engagement by stakeholders Western Sydney University Aboriginal and Torres and participants in Vice-Chancellor Excellence Strait Islander employees from two to four recipients Awards, Vice-Chancellor Professional Development annually and improve eligibility parameters to Scholarships and Staff Thank You program. Number incorporate all staff. of scholarships available.

2.8 Create opportunities for secondment of Western OATSIEE, Exec, OPC, From Policy compliance, Position Descriptions reviewed, Sydney University Aboriginal and Torres Strait OULC, OPS, SID October 2014 updated, processes in place and communicated. Islander employees across the University and and ongoing Number of secondments achieved. develop initiatives for exchanges with national and international universities.

2.9 Monitor inclusion of this Western Sydney OATSIEE, OPC, Exec, From Policy compliance, number of Position Descriptions University Aboriginal and Torres Strait Islander OULC, OGS, SID October 2014 reviewed, updated and communicated. Employment and Engagement Action Plan’s and annually obligations in the cyclical review.

2.10 Create campus environments which are OATSIEE, OMC, OCFO, From Diversity attraction programs developed. Campus welcoming and inclusive of Aboriginal and Torres OED, OHEPP, OCWF, SID October 2014 displays in place.2015 Cultural Appreciation Module Strait Islander cultures with such things as prominent and ongoing delivered via MyCareer Online. Number of staff displays of their nations, arts and languages as well completing module. as the staging of relevant community events.

2.11 Arrange with the Office of Media and OATSIEE, Exec, From September 2014 Document updates, number of ceremonies held. Communication to feature a ‘Welcome to Country’ ATSIEEAB, OESQ, OMC, and ongoing on major University documents, marketing materials SID and website. Elders on campus to perform a ‘Welcome to Country’ at formal events.

13 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OBJECTIVE 3 Develop leading strategies and help shape the national agenda in Aboriginal and Torres Strait Islander, Employment and Engagement.

ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 3.1 Employ an ongoing review of all available external OATSIEE, Exec, From Percentage of School, Division, and Institute plans training, employment and professional programs, ATSIEEAB, ATSIESCC, September 2014 monitored and achieved which include the target including Government initiatives, that encourage SID, OESQ, OHEPP and ongoing and align with the Western Sydney University Staff Aboriginal and Torres Strait Islander People to join Agreement, Aboriginal and Torres Strait Islander the workforce. Employment Policy and Office of Aboriginal and Torres Strait Islander Employment and Engagement ACTION PLAN. Percentage of Aboriginal and Torres Strait Islander staff occupying Senior/Management roles monitored and achieved. Workforce metrics identified. Quality assurance process identified for accurate reporting.

3.2 Ensure that all relevant, current information on OATSIEE, OPC, OMC, From E-learning modules developed, delivered and the achievement of Aboriginal and Torres Strait OULC, OED, OESQ, September 2014 evaluated. Islander employment is available to all Western OPS, SID and ongoing Sydney University staff via the Office of Aboriginal Strategic external and internal Media and and Torres Strait Islander Employment and Communication launched. Engagement website and online newsletter, the Office of People and Culture updates and other relevant mediums.

3.3 Advise Western Sydney University management OATSIEE, OPC, From Cultural Appreciation Module delivered via MyCareer on the cultural and social systems practiced by ATSIEEAB, September 2014 Online. Aboriginal and Torres Strait Islander People so ATSIESCC,SID, OESQ, and ongoing Reporting on the Executive Scorecard. that they will be recognised and respected in the OHEPP, OPC, OED workplace. This will include a measure of support Inclusion of systems and copy in plans, strategies on the Executive Scorecard and content developed and practices. in relevant documentation - including position descriptions and School, Institute and Division plans.

3.4 Ensure the inclusion of Aboriginal and Torres OATSIEE, OPC, SID From E-learning modules included in induction and Strait Islander cultural capabilities training for all new January 2015 professional development training. This includes the and existing Western Sydney University employees. and ongoing OATSIEE Action Plan and fact sheets. This will include the Cultural Appreciation Program, Inclusion of the module in the Induction Pack to consisting but not limited to E-learning modules in ensure new staff don’t miss out on completing the the workplace. module as part of their induction.

3.5 Actively promote and celebrate Western Sydney OATSIEE, Exec, OPC, From E-learning modules. University as a culturally diverse and inclusive OED, OMC, OEI, January 2015 External public relations and events delivered. university through external publications, staff ATSIEEAB, SID and ongoing training forums and student information sessions. Internal public relations and events delivered. Inclusion in ‘Employer Branding’ campaigns and brand messages. Aboriginal and Torres Strait Islander Elders on Campus engagement.

3.6 Develop an accepted definition of ‘self- OATSIEE, ATSIEEAB, From Policies and guidelines adopted. determination’ for Aboriginal and Torres Strait ATSIESCC, Elders on January 2015 Definition developed and communicated. Islander People and communicate through all Campus, OPC, OMC, and ongoing relevant Western Sydney University media. OED

3.7 Provide Aboriginal and Torres Strait Islander OATSIEE, ATSIESCC, From Policies and guidelines adopted, expertise to professional development programs and Elders on Campus, OPC September 2014 communicated and delivered. training for management and staff about their rights and ongoing and responsibilities in preventing, detecting and dealing with harassment and discrimination, with specific reference to Aboriginal and Torres Strait Islander People.

14 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 3.8 Provide support for a mental health strategy OATSIEE, From Strategy and plan developed. for all employees and students (in the context of ATSIESCC, OPC, January 2015 Program developed. employment) that takes into account culturally OED, Elders and ongoing sensitive options for Aboriginal and Torres Strait on Campus, Pilot program implemented. Islander People, including men’s and women’s ATSIEEAB, business, healing, and mentoring. Also develop an OMC, OGS, OED, early intervention, general health and safety service OHEPP, SID agreement with the Workplace Health and Safety Unit to identify potential risk categories.

3.9 Monitor the level of culturally acceptable content ATSIESCC, ATSIEEAB, From Areas for improvement identified and incorporated aligned to the following frameworks: OATSIEE, OPC, SID September 2014 into Western Sydney University Schools, Institutes Important References: and ongoing and Divisions. Standing Council for Federal Financial Relations – National Agreements Indigenous Cultural Competency Framework Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People Indigenous Advancement Strategy

3.10 Promote the acceptance of being an Aboriginal OATSIEE, OPC, From Policies, guidelines and practices adopted. or Torres Strait Islander person as an genuine ATSIESCC, ATSIEEAB, September 2014 occupational qualification for positions providing OGS, OMC, OESQ, OED, and ongoing specific services to Aboriginal and Torres Strait SID Islander People or advice about Aboriginal and Torres Strait Islander People and culture (as authorised by section 14 of the Anti-Discrimination Act 1977 (NSW)).

3.11 Develop a plan for offering assistance to OATSIEE, ATSIESCC, From Participation across all Western Sydney University Aboriginal and Torres Strait Islander students to find ATSIEEAB, CCE, OMC, September 2014 campuses. employment while studying or following graduation SID and ongoing from the University. Also determine possible funding sources to help broker positive employment outcomes for Aboriginal and Torres Strait Islander students in Traineeship, Cadetship and Early Career Academic programs.

3.12 Develop an Employer Branding campaign for the OATSIEE, OMC From Launch of campaign. Aboriginal and Torres Strait Islander market as part September 2014 of attaining ‘Employer of Choice’ status. and ongoing

3.13 Review all current University Aboriginal OATSIEE, OPC, From Participation across all Western Sydney University and Torres Strait Islander identified positions, to ATSIESCC, SID September 2014 campuses. determine which positions still require placement and ongoing with Aboriginal and Torres Strait Islander existing and potential employees.

3.14 Ensure compliance with external and OATSIEE, Exec, From Develop workforce plans in collaboration with key internal frameworks including but not limited ATSIEEAB, ATSIESCC, September 2014 areas (including the Office of Engagement, Strategy to – Universities Australia ‘Guiding Principles for SID and ongoing & Quality, Office of the Chief Financial Officer, Developing Indigenous Cultural Competency in Schools, Institutes and Divisions). Australian Universities’, the Indigenous Higher Workforce needs assessment metrics identified. Education Advisory Council ‘National Indigenous Higher Education Workforce Strategy’, the Tools or systems to enable workforce Department of Families, Housing, Community planning investigations and consideration Services and Indigenous Affairs ‘Indigenous of recommendations made. Economic Development Strategy’, the Department Office of People and Culture strategies and priority of Prime Minister and Cabinet for example, the actions identified and developed to support the Indigenous Employment Program, Federal alignment of workforce needs. Government Targets, Staff Agreements, Policies Western Sydney University Aboriginal and Torres including but not limited to the Aboriginal and Torres Strait Islander staffing profile mapped against Strait Islander Employment Policy and Recruitment Academic Program Management Plans and Research and Selection Policy. Plans. Review of Higher Education Access and Outcomes Develop a robust job evaluation process. for Aboriginal and Torres Strait Islander People Academic landscape mapped. Important Reference: Talent pool created. Indigenous Economic Development Strategy Compliance to University policies, staff agreements. Indigenous Advancement Strategy

15 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OBJECTIVE 4 Redress, through affirmative action in employment, the past disadvantages experienced by Aboriginal and Torres Strait Islander People.

ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 4.1 Ensure the perspective of Aboriginal and OATSIEE, Exec, From Participation across the University’s campuses. Torres Strait Islander employees and students OPC, ATSIEEAB September 2014 Annual survey conducted with Aboriginal and (in the context of employment) is effectively and ongoing Torres Strait Islander Staff. represented in University decision making at all levels. These will include all management Stakeholders consulted and survey results analysed and advisory boards/committees, academic (new starter survey, MyVoice Survey, Orientation and appeals committees, panels and research Session evaluations). institutes. Leadership development framework for Executive and Senior Managers developed. Framework implemented at the Senior Management Conferences, Quality Forums, Executive and Deans Retreats. Manager and supervisor development courses and workshops delivered and evaluated. Future Research Leaders Program developed and piloted. Oral-based knowledge systems practiced – participation and impacts developed into stories.

4.2 Continue to work with Western Sydney OATSIEE From Cultural Appreciation Module delivered via MyCareer University Elders On campus to preserve September 2014 Online. cultural knowledge for future generations. and ongoing Participation across all Unversity campuses and events. Percentage of Generations of Knowledge project implemented.

From left to right: Kelly Needham, Raquel Fraser, Josephine Guyer, Dana Slape.

16 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OBJECTIVE 5 Create a work environment that is free from discrimination, promotes an understanding of Aboriginal and Torres Strait Islander culture, and is culturally respectful and inclusive.

ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 5.1 Promote the role of the Office of Aboriginal and OATSIEE, OPC, Exec, From Office of Aboriginal and Torres Strait Islander Torres Strait Islander Employment and Engagement SID, OED, OGS, CCE, September 2014 Employment and Engagement embedded in as internal consultants to Western Sydney University OHEPP, ATSIESCC, and ongoing Western Sydney University plans, strategies on Aboriginal and Torres Strait Islander matters and ATSIEEAB and practices. advise when it should be contacted. Policies and guidelines adopted.

5.2 Develop and implement formal protocols and OATSIEE, SID, ORS, From Protocols developed and implemented. accountable reporting lines for research grants and ATSIEEAB, OMC, OGS, September 2014 Participation across all Western Sydney University other funding sought for research which will involve OHEPP, OED and ongoing campuses. or impact upon Aboriginal and Torres Strait Islander People. Encourage all staff to involve the Office of Aboriginal and Torres Strait Islander Employment and Engagement when putting forward proposals in the Aboriginal and Torres Strait Islander domain.

5.3 Raise awareness of Aboriginal and Torres Strait OATSIEE, OPC, From Policies and guidelines adopted. Islander diversity within the University workplace and ATSIEEAB, Elders on September 2014 E-learning modules developed, delivered give consideration and respect to cultural, social and Campus, ATSIESCC, and ongoing and evaluated. religious systems practised by Aboriginal and Torres OMC, OGS, OED, SID Strait Islander People.

5.4 Recognise that Aboriginal and Torres Strait Islander OATSIEE, OPC, From Adoption of Aboriginal and Torres Strait Islander knowledge can provide a significant contribution ATSIEEAB, Elders on November 2014 knowledge systems into all levels of Western to all other bodies of knowledge. Further, to ensure Campus, ATSIESCC, and ongoing Sydney University plans, strategies, agreements, Aboriginal and Torres Strait Islander knowledge is OMC, OGS, OED, SID, research and practices. appropriately attributed as Aboriginal and Torres Strait OULC, ORS Social Procurement policies, tender documentation Islander Intellectual Property, this includes co-creation. and processes to include Aboriginal and Torres Strait Islander participation plans complying with the Aboriginal and Torres Strait Islander Employment policy and staff agreements.

5.5 Enable Western Sydney University Aboriginal and OATSIEE, SID, ORS, From Percentage of Aboriginal and Torres Strait Islander Torres Strait Islander employees to reach their full ATSIEEAB, OMC, OGS, January 2015 staff converted from casual/ fixed term to ongoing potential by facilitating and encouraging their direct OHEPP, OED and ongoing employment. involvement in determining personal career strategies, Targeted minimum participation achieved and 70% goals and objectives. of participants completed program components or required training. Majority of employees have work objectives and development plans entered into MyCareer Online.

17 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OBJECTIVE 6 Build and develop a positive working relationship with the community and relevant stakeholders to ensure the improvement of employment outcomes for Aboriginal and Torres Strait Islander People.

ACTIONS RESPONSIBILITY TIMEFRAME PERFORMANCE INDICATORS 6.1 Establish working partnerships and alliances OATSIEE, OPC, OMC, From Increase in the number of employment applications with relevant external organisations to encourage OED, OGS, OESQ September 2014 received from Aboriginal and Torres Strait Islander Aboriginal and Torres Strait Islander People to apply and ongoing People for both identified and non-identified for both identified and non-identified positions positions. offered by Western Sydney University.

6.2 Maintain and enhance the mentoring program OPC, OATSIEE, SID, From Cultural Appreciation Module delivered via MyCareer for Aboriginal and Torres Strait Islander employees. ATSIEEAB, Elders on September 2014 online. This program must provide for both cultural Campus, ATSIESCC and ongoing The number of Aboriginal and Torres Strait Islander (led by Elders on Campus) and technical (led by employees with cultural/ technical mentors. Experienced Colleagues) mentoring.

6.3 Leverage the Aboriginal and Torres Strait OATSIEE, OMC, SID From Number of articles/profiles across Western Islander Employment and Engagement Advisory September 2014 Sydney University. Board as a prime source of information and a and ongoing Number of employment matters Elders are consultative link to the community employment consulted upon. matters. Strategically profile the Aboriginal and Torres Strait Islander Employment and Engagement Advisory Board and Elders on Campus. Further, act on their advice provided on meaningful and substantial issues.

6.4 Establish procedures, cultural protocols OPC, OATSIEE, From Framework and processes developed and and codes of conduct to guide Western Sydney ATSIEEAB, OATSIEECC, September 2014 implemented. University in its engagement with Aboriginal and ORS and ongoing Torres Strait Islander individuals and communities. Participation across all Western Sydney University campuses.

Important References: Aboriginal and Torres Strait Islander research ethics committee referenced.

6.5 Maintain, promote and use established OATSIEE, OMC, From Stakeholders consulted and survey results analysed procedures to obtain the views of local ATSIEEAB, Elders on September 2014 (new starter survey, MyVoice Survey, Orientation Aboriginal and Torres Strait Islander communities Campus, ATSIESCC, and ongoing Session evaluations, Exit surveys). on a continual basis. OED, ATSISN

6.6 Develop promotional media messages featuring OATSIEE, OMC, TVS From E-learning modules developed, delivered and Aboriginal and Torres Strait Islander People in September 2014 evaluated. academic and non-academic positions. and ongoing Promotional material launched. Participation across the Western Sydney University campuses.

6.7 Implement and promote work experience OATSIEE, OPC, OMC, From Number of participants in program. programs aimed at Aboriginal and Torres Strait SID, SEU September 2014 Islander students in years 9–12 at high school. and ongoing

18 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 ACRONYMS & TERMS

ACRONYM DEFINITION ATSIEEAB Aboriginal and Torres Strait Islander Employment and Engagement Advisory Board

ATSIESCC Aboriginal and Torres Strait Islander Employment Strategy Consultative Committee

ATSISN Aboriginal and Torres Strait Islander Staff Network

CCE Western Sydney University Careers

Exec Executive

FaHCSIA Department of Families, Housing, Community Services and Indigenous Affairs

OATSIEE Office of Aboriginal and Torres Strait Islander Employment and Engagement

OCFO Office of Chief Financial Officer

OCWF Office of Capital Works and Facilities

OED Office of Equity and Diversity

OSI Office of Pro Vice-Chancellor, Students

OHEPP Office of Higher Education Policy and Projects

OMC Office of Marketing and Communication

OPC Office of People and Culture

OGS Office of Governance Services

ORS Office of Research Services

OESQ Office of Engagement, Strategy and Quality

OULC Office of the University Legal Counsel

PM&C Department of Prime Minister and Cabinet

SEC Schools Engagement Unit

SID Schools, Institutes and Divisions

TVS Television Sydney

UWS University of Western Sydney

the University Western Sydney University (rebranded name in 2016)

Western Western Sydney University (rebranded name in 2016)

VC Vice-Chancellor

19 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OUR INITIATIVES THE BUILDING BLOCKS OF SUSTAINED IMPROVEMENT We have put into place a comprehensive range of partnerships with Western Sydney University Divisions, Schools and Institutes to ensure a high quality of delivery and sustained improvement in every aspect of our Aboriginal and Torres Strait Islander employment and engagement.

OUR MEANS OF ENSURING EFFECTIVE PARTICIPATION OF ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE IN WESTERN SYDNEY UNIVERSITY DECISION-MAKING Our means of ensuring effective participation of Aboriginal and Torres Strait Islander People in Western Sydney University decision-making: ≥≥Western Sydney University Aboriginal and Torres Strait Islander Employment and Engagement Advisory Board ≥≥Western Sydney University Aboriginal and Torres Strait Islander Elders on Campus ≥≥Western Sydney University Aboriginal and Torres Strait Islander Employment Strategy Consultative Committee.

20 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

OUR ABORIGINAL AND TORRESS TRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ADVISORY BOARD

ESTABLISHED IN 2008 TO PROVIDE ≥≥the content, direction and development ≥≥the process and course of consultation and STRATEGIC ADVICE AND INPUT INTO THE of the Western Sydney University Office communication with Aboriginal and Torres UNIVERSITY’S ABORIGINAL AND TORRES of Aboriginal and Torres Strait Islander Strait Islander communities, in particular STRAIT ISLANDER EMPLOYMENT AND employment and engagement initiatives throughout Greater Western Sydney ENGAGEMENT INITIATIVES IN RELATION TO ≥≥relationships between the University, ≥≥miscellaneous Aboriginal and Torres Strait THE FOLLOWING MATTERS: industry, government and the Aboriginal Islander matters referred to the Board. and Torres Strait Islander community

Our Aboriginal and Torres Strait Islander Employment and Engagement Advisory Board Members EXTERNAL MEMBERS Aunty Mae Robinson EXTERNAL CONSULTING MEMBERS Aboriginal Elder on Campus Educator Uncle Harry Allie Aunty Edna Watson Aboriginal Elder on Campus Community Aboriginal Elder on Campus Aunty Norma Shelley OAM Engagement Aboriginal Elder on Campus Educator WESTERN SYDNEY UNIVERSITY MEMBERS Aunty Fran Bodkin Uncle Greg Simms Aboriginal Elder on Campus Educator Professor Lisa Jackson Pulver Aboriginal Elder on Campus Pro Vice Chancellor Aboriginal and Community Engagement Dr Tracy Bradford Torres Strait Islander Leadership Head of Manuscripts, State Library and Parramatta Campus (Chair) Uncle Rex Sorby Aboriginal Elder on Campus Aunty Noeline Briggs-Smith OAM Dr Sev Ozdowski Community Engagement Aboriginal Elder on Campus Researcher, Director, Office of Equity and Diversity Author Mal Tulloch Melissa Williams Director, Entertainment, Crew and Support, Aunty Sandra Lee Director, Office of Aboriginal and Torres Media, Entertainment and Arts Alliance Aboriginal Elder on Campus Founder, Strait Islander Employment and Engagement Burbaga Aboriginal Corporation (Member and Secretary) Uncle Ivan Wellington Aboriginal Elder on Campus Uncle Wes Marne Community Engagement Aboriginal Elder on Campus Community Engagement Aunty Zona Wilkinson Aboriginal Elder on Campus Curator, Jack Pearson Aboriginal Programs, Penrith Regional Early Career Academic Programs Advisor Gallery and the Lewers Bequest Aunty Rasme Prior Torres Strait Islander Elder on Campus, Uncle Steve Williams Cultural Engagement Education Consultant Uncle Darryl Wright Aunty Thelma Quartey Aboriginal Elder on Campus Chief Executive Torres Strait Islander Elder on Campus Officer, Tharawal Aboriginal Corporation Cultural Awareness Consultant

21 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

THE ABORIGINAL AND TORRES STRAIT ISLANDER ELDERS ON CAMPUS PROGRAM

Left to right, (back row): Dr Sev Ozdowski, Paul Newman, Associate Professor Berice Anning, Phil Bradley, (front row) Aunty Mae Robinson, Melissa Williams, Aunty Sandra and Thullii Dreaming Performers celebrating National Reconciliation Week.

THE FIVE CRITICAL COMPONENTS OF ASPIRATION BUILDING ACTIVITIES The Benefits Provided THE ABORIGINAL AND TORRES STRAIT ≥≥Customised professional readiness training. by the Western Sydney ISLANDER ELDERS ON CAMPUS PROGRAM ≥≥Cultural ambassadorship training. University Aboriginal 1 Leadership – attend and participate in meetings and events. ≥≥Attend Graduation Ceremonies with and Torres Strait Islander relevant key note speakers. 2 Mentoring – the provision of cultural ≥≥Significant events such as the annual Elders on Campus support and safety. Yarramundi Lecture, NAIDOC Week, Program Reconciliation Week events. 3 Cultural Workplace Relations – passing on ‘Generations of Knowledge’ through ≥≥Participate in Advisory Board/ Songlines (stories, dance, art, demonstrations, Committee meetings. workshops, lectures and Aboriginal and Torres ≥≥Elders on Campus mentoring. Strait Islander voice recordings and in text – media, online and print). ≥≥Workplace technical coaching sessions.

4 Board/Committee Participation – in meetings and other significant events.

5 Research and Teaching – advisory capacity with the potential to develop into projects.

22 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

WESTERN SYDNEY UNIVERSITY ABORIGINAL AND TORRES STRAIT ISLANDER ELDERS ON CAMPUS ADVISORY BOARD MEMBERS

UNCLE HARRY ALLIE Aboriginal Elder on Campus Descendant: Gudjala Nation (Charters Towers)

Uncle Harry was born and grew up in the Uncle Harry applied for a discharge in 1989. Charters Towers, Townsville, and still has close He completed the final years of his service at ties to the area due to his family connections. units within the Sydney area.

After working for the Post Master General’s After applying for discharge, Uncle Harry Department (PMG), Uncle Harry was inspired worked in the Defence Industry for 11 years, to join the military by his Uncles who had before joining the Commonwealth Public served in the services during WW1 and WW2. Service. Uncle Harry was employed in the His Aunt also served in the Women’s Land public service for eight years, involved with Army. Because Uncle Harry felt he needed to Aboriginal and Torres Strait Islander programs improve his opportunities in life so he enlisted and issues. Before retiring in 2010, he was in the Royal Australian Air Force in 1966 at employed by the Department of Families, Townsville, North Queensland. Housing and Community Services and Indigenous Affairs in the Sydney Indigenous After serving for 23 years at a number of units Coordination Centre. throughout Australia, the USA, and Malaysia,

AUNTY FRAN BODKIN Aboriginal Elder on Campus. Descendant: D’harawal Nation, Bidjigal clan

Aunty Fran is descendant of the D’harawal by traditional clans. This knowledge is being People and the Bidjigal clan. Aunty Fran is increasingly referred to by modern research, an educator of D’harawal knowledge and in order to promote a deeper understanding holds a Bachelor of Arts and Sciences with of how to care for our natural environment. five majors, one of which is Environmental Sciences, plus other postgraduate degrees. Aunty Fran worked for the NSW Parliament Combining the knowledge passed down for many years. She is an active member of through her Aboriginal mother, her university Wollondilly Aboriginal Advisory Committee. education and her journey of lifelong learning, During the 1970s, Aunty Fran played a key role Aunty Fran brings a holistic understanding in the development of Campbelltown Hospital, of the environment. She has published Campbelltown TAFE, Mount Annan Botanic three books on D’harawal culture, stories Garden (part of the Royal Botanic Gardens) and natural resources. Aunty Fran works and what is now Campbelltown campus, all of tirelessly with groups as young as pre-school which span a significant part of the Macarthur age right through to adult learners, sharing region in South Western Sydney. ethno-scientific knowledge passed down

23 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

ABORIGINAL AND TORRES STRAIT ISLANDER ELDERS ON CAMPUS ADVISORY BOARD MEMBERS (CONTINUED)

AUNTY NOELINE BRIGGS-SMITH OAM Aboriginal Elder on Campus, Researcher, Author Descendant: Kamilaroi Nation

Aunty Noeline is a researcher and author During her lifetime of helping others, Aunty whose qualifications include a Certificate Noeline has worked as Supervisor of Ethnic of Health and Physical Practice, and an women employees at the Reserve Bank of Advanced Diploma of Arts (Local family and Australia; a Personal Care Officer at Fairview Applied History). Hostel for the Aged; Activities Director Fairview Nursing Home for the Aged; and The daughter of Norman Frederick Briggs Aboriginal Researcher at the Dhiiyaan (Graham) and Rita Joan Duncan, Aunty Indigenous Centre. She has served as Noeline was born during the Aboriginal Chairperson at Wirraway Aboriginal Housing Protection era and was educated at the Moree (1985-95); Chairperson Terry Hie Hie Co- Aboriginal Reserve School. She is a member Operative Committee since 2009; member of of the Kamilaroi Nation Moree, the second the Moree Aboriginal Historical Group; member largest Aboriginal nation on the eastern side of the Gwydir Family History Society (1994-98), of Australia. member of the Local Moree Aboriginal Land Council; and Chairperson for Thyamali Aunty Noeline has dedicated her life to her Aboriginal Family Violence (2008-2010). community, and now her hard work is being recognised with her inclusion into the Who’s In addition to her inclusion into the Who’s Who of Australian Women 2012 edition. Who of Australian Women Aunty Noeline However, it is the more human rewards rather became a recipient of the Order of Australia than the medals which Ms Briggs values most. Medal in 2011. She is also the recipient of a She describes re-uniting people with family NSW Government Heritage Volunteer Award members they had lost as part of the stolen and several other humanitarian achievement generation as the highlight of her life. awards.

AUNTY SANDRA LEE Aboriginal Elder on Campus. Descendant: Darug Nation, Boorooberongal clan

Aunty Sandra is a descendant of Gomebeeree, assists the Department of Community chief of the Boorooberongal clan of the Darug Services in observing cultural and clan nation. Aunty Sandra continues to promote protocols when placing Aboriginal children in Darug heritage and culture with her family’s foster care. centuries-old connections to the Blacktown area. Aunty Sandra is the founder of the Aunty Sandra is a strong advocate of First Burbaga Aboriginal Corporation which not Peoples sovereignty, changes to the Native only recognises the Darug community and Title legislation, education and the welfare of their Elders, but embraces all Aboriginal Aboriginal youth. As a member of Blacktown communities. Aunty Sandra visits many local City Council’s and Holroyd Council’s Aboriginal schools in order to educate children about Advisory Committees, Aunty Sandra receives the importance of heritage and culture of constant requests for information from the Darug Peoples, complementing the researchers, archaeologists and government. work of teachers under the Board of Studies’ Aunty Sandra works with many different curriculum. Passionate about the future of community and business groups, facilitating Aboriginal young people, Aunty Sandra connections to the Aboriginal community.

24 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

UNCLE WES MARNE Aboriginal Elder on Campus. Descendant: Kamilaroi Nation, Bigambul clan

A Bigambul man, Uncle Wes has lived on the Uncle Wes says, ‘You can’t retire, once you’re lands of the Darug People for over 40 years an Elder.’ and is known throughout the community for his generosity in sharing and educating Uncle Wes comes from a long line of people about Aboriginal culture. Uncle Wes storytellers. His 2011 Naga Mai Award rightly advocates for Aboriginal People at Centrelink, recognises him for innovation, excellence and the Department of Housing, Community achievement in Aboriginal education in NSW Services, Juvenile Justice and he is a regular public schools and school communities. Uncle visitor to young Aboriginal men in prison. He Wes is a dedicated member of the Mount has been instrumental in the establishment of Druitt and Districts Reconciliation Group the Aboriginal Men’s Shed in Western Sydney. which has organised a reconciliation walk in Mount Druitt and is committed to helping Uncle Wes works tirelessly to help the local those who have been incarcerated to get their community whenever he can and regularly lives back on track by assisting them to regain visits schools, detention centres or prisons. confidence to advocate on their own behalf.

AUNTY RASME PRIOR Torres Strait Islander Elder on Campus

Aunty Rasme has worked for both the Aboriginal Development Commission and the Aboriginal and Torres Strait Islander Commission. Aunty Rasme has also undertaken volunteer work for many Aboriginal and Torres Strait Islander community organisations. An accredited cross- cultural awareness trainer, Aunty Rasme is also a member of the Women’s Reconciliation Network NSW and runs her own cross-cultural training consultancy.

AUNTY THELMA QUARTEY Torres Strait Islander Elder on Campus

Aunty Thelma currently works for the While working at the Department of Australian Electoral Commission and Immigration and Citizenship, Aunty Thelma encourages Aboriginal and Torres Strait established the Department’s Aboriginal and Islander People to enrol to vote. Aunty Thelma Torres Strait Islander Network. Aunty Thelma is a passionate advocate for Aboriginal and has lectured at the University of Technology Torres Strait Islander human rights and is Sydney and Macquarie University on Torres committed to ensuring that Aboriginal and Strait Islander heritage and culture. She is Torres Strait Islander People have a voice a volunteer member of the Aboriginal and in the community. Torres Strait Islander Commission and the Torres Strait Islander Advisory Board.

25 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

ABORIGINAL AND TORRES STRAIT ISLANDER ELDERS ON CAMPUS ADVISORY BOARD MEMBERS (CONTINUED)

AUNTY MAE ROBINSON Aboriginal Elder on Campus. Descendant: Kamilaroi and Yuin Nation

Aunty Mae Robinson, descended from the went on to teach in primary schools and Yuin and Kamilaroi People, is a long time was appointed to Education Officer and resident of Mount Pritchard. Aunty Mae has consultancy roles with the NSW Department been widely recognised for her contributions of Education and Training.Since ‘retiring’ to the education and the wellbeing of Aunty Mae continues to consult with local Aboriginal and Torres Strait Islander Peoples. Aboriginal communities and is an advocate In the early 1980s, Aunty Mae – as a mature for the value of education as a transformative aged student and mother – became the first force.In 2011 Aunty Mae received the Honorary Aboriginal to graduate from the School of Doctorate of Letters from UWS; Citizen Education at the Milperra College of Advanced of the Year, Fairfield City Council (2013); Education (now Bankstown campus of the UWS Community Award (2012) and UWS Western Sydney University). Aunty Mae Woman of the West Award (2010).

AUNTY NORMA SHELLEY OAM Aboriginal Elder on Campus. Descendant: Kamilaroi Nation

Aunty Norma is a Kamilaroi woman. She with education and has been a Board Member moved to Liverpool in 1978. A retired teacher of South West Sydney Community Transport of Social Studies as well as Textile and Design, for over ten years. Aunty Norma is a member Aunty Norma now donates her time to local of the Gandangara Land Council, the Heritage community groups including the Cerebral Committee and the Aboriginal Consultative Palsy Association, Aboriginal Carers, South Committee. West Sydney Koori Interagency, NSW Justice Association and Liverpool Council Aboriginal Aunty Norma has been included in ‘Who’s Who Consultative Committee. Aunty Norma is also of Australian Women’ for close to a decade. a member of various committees associated

UNCLE GREG SIMMS Aboriginal Elder on Campus. Descendant: Darug Nation, Gadigal clan

Uncle Greg Simms is well known as an activist Growing up in La Perouse and now a resident for reconciliation, a traditional woodcarver, of Greater Western Sydney, Uncle Greg is a storyteller and an Aboriginal cultural a Community Liaison Officer with Ability educator. Uncle Greg’s ties to the Aboriginal Options providing employment services community of Greater Western Sydney are specifically to Aboriginal People with through his ancestral links to the Gundungurra a disability or health condition. (Waterdragon Lizard People) of the Blue Mountains and the Gadigal (whale People) of the Darug nation.

26 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

UNCLE REX SORBY Aboriginal Elder on Campus. Descendant: Kamilaroi Nation

Uncle Rex was born in Burra-Bee-Dee out of Now retired, Uncle Rex sits on a number Coonabarabran and lived on 640 acres near of Boards, Guildford RSL and Holroyd City Forkie Mountain. At the age of 16, Uncle Rex Council Advisory Committee. He also sits on moved to Quirindi and joined the railway on the Western Sydney University Aboriginal and full adult pay. During his 30 years working Torres Strait Islander Employment Strategy for NSW Railways, Uncle Rex was the first Consultative Committee. Priorities for Uncle Aboriginal to be an elected delegate to the Rex include ensuring equitable governance, Rail, Tram and Bus Union. policies and access for all Australians to education, employment and wellbeing.

AUNTY EDNA WATSON Aboriginal Elder on Campus. Descendant: Darug Nation, Boorooberongal clan

Aunty Edna is a long-time resident of Oakville community. Government and industry often and the Founder of Darug Custodians refer to her on matters of cultural protocol – Aboriginal Corporation. Aunty Edna is a the key to respectful engagement between quiet achiever who is actively involved with Aboriginal and non-Aboriginal Peoples. local councils, NSW Department of Primary Industries, NSW Reconciliation, TAFE NSW As a keeper of stories, Aunty Edna dedicates and the Western Sydney University. Having her time to preserving clan knowledge for developed a curriculum for NSW schools in future generations through art education. Greater Western Sydney to revitalise the Darug Some of her artwork now features in the language, Aunty Edna is well respected in the Western Sydney University Art Collection.

UNCLE IVAN WELLINGTON Aboriginal Elder on Campus. Descendant: Wandi Wandian and Yuin Nation

Originally from Jerrinja on the south coast and and Torres Strait Islander students on the from the Wandi Wandian People, Uncle Ivan Campbelltown and Bankstown campuses of has an extraordinary insight into the needs the University. Uncle Ivan is committed to the of his people and is committed to sharing his Aboriginal culture of caring and sharing and, culture and knowledge with his community. In in 2011, was recognised for his volunteer work the book, ‘Old Feet/New Paths’ transcribed by with the people of South Western Sydney when Michelle Bishop, Uncle Ivan tells his stories. presented with the Social Housing Volunteers award. In 2012, Uncle Ivan received the Western Putting in many hours as an Aboriginal mentor Sydney University Community Award. for the Juvenile Justice Department, Uncle Ivan also assists as a mentor to the Aboriginal

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ABORIGINAL AND TORRES STRAIT ISLANDER ELDERS ON CAMPUS ADVISORY BOARD MEMBERS (CONTINUED)

AUNTY ZONA WILKINSON Aboriginal Elder on Campus. Descendant: Kamilaroi Nation

Aunty Zona is a Kamilaroi artist from north educator, mentoring many Aboriginal artists western NSW. Aunty Zona is a highly to establish themselves in an arts-based respected cultural educator and visual artist career and helping many mount showings of working in textile, ceramic, mosaic, sculpture, their work. painting, mural and printmaking. Her art has featured in collections at the Power Aunty Zona is also a founding member of House Museum, Penrith Regional Gallery, Blacktown Arts Centre. She now works at Blacktown Arts Centre and Joan Sutherland the Penrith Regional Gallery and the Performing Arts Centre. Furthermore, Aunty Lewers Bequest. Zona is renowned as a gifted teacher and arts

UNCLE STEVE WILLIAMS Aboriginal Elder on Campus. Descendant: Wiradjuri Nation

A member of the Wiradjuri People, Uncle community groups such as Strong Fathers, Steve uses art to share his culture with local Strong Families which engages Aboriginal communities. Uncle Steve holds a degree in men with their community and encourages Fine Arts and runs Aboriginal art workshops them to be positive role models. In 2014 his including several mural projects. He has also efforts were recognised by Liverpool Council established the first Artisan Shed in Liverpool. when he was named Citizen of the Year at a ceremony at Woodward Park on Australia Day. Uncle Steve is a long-time resident and Community volunteer of the Liverpool area Uncle Steve holds smoking ceremonies at and was recognised for these efforts and community events and featured in Christine contributions volunteering for government Anu’s My Island Home clip and was involved in and non-government agencies and the ABC’s animated series The Dreaming Stories.

UNCLE DARRYL WRIGHT Aboriginal Elder on Campus. Descendant: Dunghutti Nation

Uncle Darryl Wright is a Dunghutti man from Additionally, Uncle Darryl is an Aboriginal Elder the Macleay Region, Kempsey in Northern on Campus and Community Elder. The Elders NSW. For the past eleven years, Uncle Darryl on Campus group comprises highly respected has been the Chief Executive Officer at community Elders who make themselves Tharawal Aboriginal Corporation. Uncle Darryl available to advise and guide students in has used his extensive management skills to the context of employment. They provide build the Tharawal Aboriginal Corporation leadership, mentoring, cultural workplace into a thriving and effective community asset relations, Board and Committee participation, in cooperation with the Tharawal Board, staff and operate in an advisory capacity with the and Campbelltown community. potential to develop projects associated with ongoing research and teaching.

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ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT STRATEGY CONSULTATIVE COMMITTEE

The University established this Committee to monitor the implementation of the Aboriginal and Torres Strait Islander Employment Strategy. Meeting quarterly, the Committee discusses the progress against the Strategy and monitors what is occurring in the higher education sector as well as the wider community.

EXTERNAL COMMITTEE MEMBERS

Aunty Fran Bodkin Uncle Rex Sorby Mr Terry Wright Elder on Campus Elder on Campus Academic Staff representative

WESTERN SYDNEY UNIVERSITY MEMBERS

Professor Lisa Jackson Pulver Melissa Williams Zeita Davis Pro Vice Chancellor Engagement and Director, Office of Aboriginal and Professional Staff representative Aboriginal and Torres Strait Islander Leadership Torres Strait Islander Employment and and Parramatta Campus Provost (Chair) Engagement (Member and Secretary)

Jennifer Flood Scott Pendlebury National Tertiary Education Union delegate Community and Public Sector Union delegate

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ABORIGINAL AND TORRES STRAIT ISLANDER ACADEMICS The University is proud to present some of our Aboriginal and Torres Strait Islander Academics and Early Career Academics currently leading the way in education across a number of Western Sydney University Schools and Institutes.

A writer, researcher, and social commentator, Queensland Premier’s Award for Fiction, ABIA Alexis has been widely published in Literary Fiction Book of the Year, and the 2010 magazines and journals in Australia and Vision Australia, Braille Book of the Year. The overseas and holds an honorary doctorate in novel has been translated and published in communications from RMIT University. several countries, including China and India.

Alexis has worked for many years on Alexis published novel The Swan Book in 2013, campaigns for Aboriginal land rights, which set in the future has received extremely Aboriginal and Torres Strait Islander self- positive and extensive critical review. The government and constitutional change in the novel was shortlisted for the Victoria and Northern Territory, and for the prevention NSW Premier’s Literary Award, Stella Literary of Aboriginal and Torres Strait Islander Award, and the Miles Franklin. It recently won injury. She was the coordinator of the 1,000 the Australian Literature Society Gold Medal ALEXIS WRIGHT people strong Northern Territory Aboriginal 2014. Little Brown Book Group is publishing Constitutional Conventions – Today We the novel in the UK in early 2015. Alexis is Distinguished Research Fellow, Writing Talk About Tomorrow which was held on currently working on a new novel set in and Society Research Centre, School of Waramungu Land in Tennant Creek in 1993, the first decade of the new millennium and Humanities and Communication Arts, and the Kalkaringi Convention, 1998. was awarded a major three year Australia Western Sydney University Research Council (ARC) Indigenous Discovery Member of the Carpentaria Land Council Her novel Carpentaria won the 2007 Miles Award in 2013, to undertake a critical study of and the Waanyi Native Title Aboriginal Franklin Literary Award, the Australian the way that Aboriginal stories are being told Corporation RNTBC. Descendant: Literature Society Gold Medal, the Victorian in Australia today. Waanyi Nation Premier’s Vance Palmer Prize for Fiction, the

Shirley is a teacher with over twenty years’ Shirley started her career with the NSW experience working in educational settings Board of Studies Aboriginal Curriculum with primary, secondary and tertiary Unit where she provided ministerial advice Aboriginal and Torres Strait Islander and non- to the Director regarding Aboriginal issues Aboriginal and Torres Strait Islander students. relating to schools, exams and curriculum She is regarded as an Aboriginal and Torres implementation. Strait Islander ‘expert’ and have for the most part worked in areas where her ‘Aboriginality’ Currently a Lecturer in Aboriginal Education, was called upon to create curriculum, Sociology and Secondary history curriculum, resources and support to Teachers, Aboriginal Academic Career Advisor and researcher workers and students. with the Western Sydney University her Aboriginal and Torres Strait Islander In 1993 Shirley completed a Bachelor of Education – Individual contributions have SHIRLEY GILBERT Applied Science (Systems Agriculture) at the been acknowledge in various Publications University of Western Sydney and this was and Awards. Her expertise has resulted Academic Course Advisor (Mteach) followed by a Graduate Certificate in Adult in Conference presentations and Aboriginal Secondary, Lecture Methods Coordinator, Education Studies(Higher Education) from the Education Consultations. School of Education. Descendant: University of Technology. Gunditjmara People

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ABORIGINAL AND TORRES STRAIT ISLANDER ACADEMICS (CONTINUED)

Megan’s career has developed in such a way that the transfer of knowledge between researchers, community services and policy-makers is strategic and collaborative and builds capacity for those involved. Her involvement with Muru Marri, a dedicated Indigenous health unit residing within the School of Public Health and Community Medicine at the University of New South Wales, included that of Lecturer, University and Community Services and Researcher. She was Team Investigator on a National Health and Medical Research Council (NHMRC) funded Indigenous Offender Capacity Building Project with the Kirby Institute at University of New South Wales and research associate of the Mibbinbah Men’s Spaces.

Megan has designed innovative research Megan was the link person for the University DR MEGAN WILLIAMS projects to access hard-to-reach populations of Queensland and the University of Senior Research Fellow, Centre for of young injecting drug users and lead New South Wales to the Aboriginal led Health Research, School of Medicine. research on best practice in blood-borne virus Cooperative Research Centre for Aboriginal Descendant: Wiradjuri Peoples education among marginalised populations. and Torres Strait Islander Health and its of Central NSW Megan’s PhD research investigated the role umbrella organisation, The Lowitja Institute. of Aboriginal leadership and mechanisms She was founding member of Project 10%, Megan has almost 20 years’ experience of social support for people exiting prison, an Aboriginal-led company contributing to honing a fruitful balance of community to reduce morbidity, mortality and recidivism. policy development and community awareness health sector work with research evaluation, about Aboriginal deaths in custody and teaching and advocacy. Megan’s research As Senior Research Fellow with the Centre strategies for reducing prison rates. intersects the health, criminal justice and for Health Research at Western Sydney family services fields. Her work is inspired University, Megan will contribute to mixed- Megan has been the recipient of numerous to contribute to ‘what works’ through service methods transgenerational, transformative awards including the 2015 Vice Chancellors delivery and policy to improve the health and translational research to improve Award for Teaching Excellence in the and wellbeing of Aboriginal people. the health and wellbeing of Aboriginal category of Programs that Enhance Learning, people, and will continue with her particular in 2013 she was awarded the University focus on Aboriginal leadership to reduce of New South Wales, Deans Rising Star incarceration rates. Award and in 2011 received the Queensland Premiers Reconciliation Award – Partnership and Community Action Network Award with Project 10%.

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ABORIGINAL AND TORRES STRAIT ISLANDER ACADEMICS (CONTINUED)

LYNDA HOLDEN Lecturer, Aboriginal Liaison to the School of Nursing and Midwifery, University of Western Sydney. Descendant: Dunghutti Nation

Lynda started her career in nursing at the Princess Alexandra of Community Services in the area of policy and developing standards Hospital in Brisbane then completed a Graduate Diploma in for Aboriginal children in Out of Home Care continuing in Mental Midwifery at the University of Western Sydney. In 2002 Lynda Health and Child Protection. She is currently a Lecturer at the School commenced a double degree in Arts and Law at the University of Nursing and Midwifery with the Western Sydney University. of New South Wales, graduating in 2008 with a Bachelor of Arts (History) and Bachelor of Law. This was followed in 2009 with Lynda has had advisory and committee roles where she has been a Graduate Certificate in Educational Studies (Higher Education) a part of the review of the Aboriginal Child Placement Principle from the University of Sydney. under the Children and Young People (Care and protection) Act 1998, the Adoption Act 2000, Mental Health Act 1990 for the In 2009 Lynda attended the College of Law, graduating in 2010 and compliance and inclusion of Aboriginal families and community admitted as a Solicitor of the Supreme Court of Australia. Not content culture and values and as Mental Health Official Visitor for Western to rest on her laurels, Lynda in 2012 graduated with a Masters in Law Sydney Area Health, Advisory Committee member to the Minister (criminal justice/criminology) and (human rights/social justice) from the for Health for 3 year term 2003-2006. University of NSW. Lynda’s career progressed with the Department

32 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

ABORIGINAL AND TORRES STRAIT ISLANDER EARLY CAREER ACADEMIC PROGRAM

KEY ASPECTS OF THE ABORIGINAL In 2008, Laura was awarded best oral AND TORRES STRAIT ISLANDER presentation and best student oral presentation EARLY CAREER ACADEMIC at the leading international conferences: Second PROGRAM: International Symposium on the Ocean in a High CO2 World, UNESCO, Monaco, September 2008 ≥≥designed to specifically attract (1 of 25 abstracts accepted out of 140 submitted) and support interested, qualified and International Symposium on the Effects Aboriginal and Torres Strait Islander of Climate Change on the World’s Oceans, Gijón, People in establishing academic Spain, May 2008, respectively. careers. ≥≥creates working relationships Laura has contributed to the Australian marine between Aboriginal and Torres Strait climate change report card and is a signature Islander students and discipline- on the Monaco Declaration, a document specific academics, researchers calling for global action to limit the effects and mentors. DR LAURA PARKER of ocean acidification. Laura has recently ≥≥creates working partnerships ARC Postdoctoral Fellow, School of completed an Australian Research Council with industry, government and Science and Health, Western Sydney DIRD Postdoctoral Fellowship and currently community, to address some of the University Descendant: Wiradjuri Nation holds the first Aboriginal and Torres Strait barriers to postgraduate study and Islander Postdoctoral Fellowship at Western academic careers, including building Laura has substantial expertise in Sydney. Her research has been published in confidence, awareness, support invertebrate larval development and adult seven manuscripts and two book chapters. and connections. physiology with a particular focus on the Her most recent work has discovered for the ≥≥provides a smooth transition effects of climate change stressors on first time that oysters may have the potential to pathway from undergraduate molluscs. She completed her PhD in 2010 at acclimate or adapt to ocean acidification over to postgraduate study and then the University of Western Sydney (UWS), multiple generations of exposure. Currently, academic or research employment. where with the help of the NSW Department Laura and her colleagues are researching the ≥≥Students who are successfully of Primary Industries, she studied the effects underlying mechanisms responsible for mollusc transitioning into academia are good of ocean acidification and temperature on acclimation or adaptation potential to climate examples to the Aboriginal and the early development of oysters. change stressors. Torres Strait Islander community that a career in research is a real possibility. This is reflected presently in increased enquiries from Sydney University School of Medicine, as Aboriginal and Torres Strait Islander a Lecturer of Aboriginal and Torres Strait candidates for research places. Islander Health, Ryan is also involved in ≥≥In addition, by building community medical student support. partnerships the program is breaking down traditional barriers between Ryan started his career in Medicine with academia and Aboriginal and Torres a Bachelor of Science, Double Major in Strait Islander communities. This Biotechnology and Medical Microbiology flows into research becoming more and Immunology at the University of New sensitive to adhering to cultural South Wales. From 2001 until 2005 he protocols, acknowledging authorship worked as a Trainee Scientist at the by the community and being a more Children’s Hospital Westmead and the mutually engaging agent of change. Prince of Wales Hospital, Randwick in DR RYAN DASHWOOD Cytogentics moving into a the Hospital Scientist role from 2005 until 2007. Lecturer, School of Medicine, University of Western Sydney In 2005 he completed a Graduate Certificate Descendant: Yuin Nation, Budawang clan of Health Science (Indigenous Community Ryan Dashwood is an Emergency Registrar/ Health) and then in 2006 Ryan attended Advanced Trainee working towards the University of Sydney Medical Program, fellowship with the Australasian College for graduating in 2009 with a Bachelor of Emergency Medicine. Joining the Western Medicine and Bachelor of Surgery.

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ABORIGINAL AND TORRES STRAIT ISLANDER EARLY CAREER ACADEMIC PROGRAM (CONTINUED)

Casey started her career with a Bachelor characterising genes associated with of Science (Biological Science) with majors T cells in order to further examine the types, in Biochemistry and Molecular Biology. locations and potential roles of these immune She followed this with a Bachelor of Science cells in the red-tailed phascogale Phascogale in which she received Honours. Whilst studying calura, an endangered Australian native she undertook an independent research marsupial species. projects in aspects of marsupial immunology. Casey has presented at number of Casey is the current recipient of the conferences and has co-author an article Yarramundi Higher Degree Research on ‘Longevity and breeding in the red-tailed Scholarship scheme which aims to strengthen phascogale’ published in the Australian CASEY RAE BORTHWICK and support indigenous participation in Journal of Mammalogy. Laboratory Supervisor – Animal Health higher degree research at UWS. Her PhD and Welfare, Department of Science, Project is T-lymphocyte immunology of University of Western Sydney. Dasyurid marsupials. Identifying parts of the Descendant: Darug Nation adaptive(acquired) immune system (T cells),

Dana enjoyed a successful career in the She was recently elected by Indigenous cosmetics retail industry before deciding student members as Student Director where to pursue a career in medicine,graduating she provides leadership for members and with Honours from a Bachelor of Medicine/ chairs the Student Representative Council. Bachelor of Surgery at the University of Western Sydney in 2013. Dana is passionate about the sequelae of paediatric dermatological disease While studying Dana concurrently worked in Aboriginal and Torres Strait Islander in a variety of roles in Aboriginal and Torres communities and would like to explore options Strait Islander education and medical science for further post-graduate study and training at the university as well as working with other to meaningfully contribute to closing the gap. DR DANA SLAPE Indigenous students to encourage success Dana Slape is working in Western Sydney and retention in tertiary education. as both a junior Doctor and early career academic researcher. Descendant: In addition to this, Dana served on the Larrakia Nation (Northern Territory) Board of the Australian Indigenous Doctors’ Association, and has been recognised for her extensive work in Aboriginal communities across Australia.

34 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

ABORIGINAL AND TORRES STRAIT ISLANDER PROFESSIONAL STAFF The University is proud to profile a number of Professional Staff working to achieve exceptional outcomes in a variety of mainstream and specialised positions across Western Sydney University.

CRIS CARRIAGE Indigenous Project Officer, School of Medicine

Working in the Dean’s Unit at the Western Sydney stead too. Cultural capability development as University School of Medicine, Cris Carriage holds a performance measure within their degree a Bachelor of Community Management, a Masters enables medical students on placement to of Indigenous Health Studies and a Diploma in see beyond the widely publicised poor health Community Management. statistics of Aboriginal and Torres Strait Islander populations. By doing so, Cris has enabled Cris has helped to establish a unique educational students to get amongst Aboriginal and Torres opportunity for many of our medical students Strait Islander People, to consider their real life through the development of Aboriginal and issues, to see these first-hand in the context of Torres Strait Islander health community the social and material conditions of people’s placements. This experience has been the lives and to see what actually works in terms of missing link from medical education in Australia. a health response. This ultimately supplements It fosters the development of cultural capability the Western view of health, engendering within in medical practitioners before they emerge students the holistic view sought by Aboriginal into hospital or general practice, standing and Torres Strait Islander communities from their students who then go on to specialise in good medical practitioners.

JO GALEA Indigenous Project Officer, Schools Engagement Unit

Provides high-level strategic facilitation and management support to the Pro Vice- Chancellor (Strategy and Engagement) by leading the planning and development of an institutional-wide Community and Regional Engagement Strategy and associated Action Plan. A key component involves generating alternative revenue streams through research, consultancy and commercialisation opportunities through industry and community partnerships.

GABRIELLE TALBOT-MUNDINE Descendant: Bundjalung tribe

Graduation Administrative Officer, A true champion, Gabrielle has been an ice Assessment and Graduation, The Student skater for 12 years, competing in many events Experience Office Gabrielle is a Business and representing Australia in the Junior World Administration leader and one of the first Championships. cohorts of Business Administration Trainees through Western Sydney University. Gabrielle successfully gained a full time ongoing position in the Graduation team as a Graduation As a Trainee, Gabrielle completed both Administration Officer and is the central point Certificate IV and Certificate III in Business of contact for graduation related matters. Administration and believes this is the Gabrielle is required to respond to daily queries beginning of developing her skills to move from students and staff members as well as look into a management role in the future. after the processing of transcript order inquiries.

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TRAINEESHIPS AND CADETSHIPS

Our graduates left to right: Mitchell Quirk (Institute for Infrastructure Engineering), Katherine Reynolds- Addo (The College), Tarren Leon (Information Technology Services), Carly Regan (Information Technology Services), Jaime-Lee Walker (The College), Michelle Donovan (Library), Crystal McDermid (International), Terri Keating (Office of Aboriginal and Torres Strait Islander Employment and Engagement) Lurline Beard (School of Business).

The Western Sydney University ABORIGINAL AND TORRES STRAIT ABORIGINAL AND TORRES STRAIT Office of Aboriginal and Torres ISLANDER TRAINEESHIP PROGRAM ISLANDER CADETSHIP PROGRAM Strait Islander Employment and ≥≥It embeds cultural intelligence and ≥≥It provides students with the great incentive Engagement Action Plan will awareness in the workplace into all the to earn an income while studying for the participating departments. duration of their course. build upon many innovations and ≥≥It provides opportunities for participating ≥≥Placements in industry, government and initiatives put in place to date, departments to develop the skills their community organisations give Aboriginal especially our traineeship and employees need. and Torres Strait Islander students the cadetship programs that provide ≥≥It is a unique and carefully managed opportunity to gain paid, degree-relevant opportunities for Aboriginal and traineeship program that has been industry experience. specifically designed to address key ≥≥It enables students and recent graduates Torres Strait Islander People barriers to the employment of Aboriginal to kick start their careers and open through strong involvement and and Torres Strait Islander Peoples. up ongoing and future employment support within the University ≥≥It is an effective means of identifying the opportunities. and with our industry and training and professional development ≥≥It gives students the opportunity to boost government partners. requirements needed to support the their resume, make valuable contacts and trainees, to ensure successful employment gain a competitive edge in the job market. Our specialised traineeships and cadetships outcomes through formal feedback ≥≥By employing a cadet engaged in a relevant provide participants with the opportunity to sessions with hiring departments and undergraduate area of study, employers begin an exciting career, while at the same training providers. can resource a four to five week project, or time obtaining a relevant qualification and ≥≥It provides pathways to employment a longer term position through a 12 or 24 practical industry experience. Each specific opportunities, rotations and exchanges week cadetship or resource a tailored term traineeship and cadetship relates to the across the University. to the employer’s business requirements. course the trainee/cadet is undertaking ≥≥It provides the opportunity to undertake ≥≥Cadetships are an economical way to trial so they are putting into practice what they certificate III, IV or Diploma qualifications the skills and attributes of a student or have studied. through The College and NSWTAFE. recent graduate. Over 60% of students gain ongoing work from their placement.

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TRAINEESHIPS OUR ASSOCIATES DELIVERING AND CADETSHIPS ABORIGINAL AND TORRES STRAIT ISLANDER SPECIFIC PROGRAMS AND SERVICES BADANAMI CENTRE FOR INDIGENOUS EDUCATION Aboriginal and Torres Strait Islander contributing to the process of reconciliation students at Western Sydney University can as an education institution which shares look forward to learning in a friendly and with the Australian community the cultures, supportive environment, which promotes languages, history and contemporary independent thinking and embraces diversity. experiences of Australia’s Aboriginal and Here at the Badanami Centre for Indigenous Torres Strait Islander People. Education, you will find a supportive and culturally appropriate learning environment Our aim at Western Sydney University is to that caters to the needs of our Aboriginal and provide education which is rewarding, not just Torres Strait Islander Students. intellectually but socially and culturally as well.

At Western, we are committed to providing Further information: westernsydeny.edu. higher education pathways for Aboriginal au/badanami/badanami_centre_for_ and Torres Strait Islander students and indigenous_education

From left to right: Ellen Karimanovic (Program Support Officer, Schools Engagement), Beverley Seiver, Associate Professor Berice Anning (Badanami Centre for Indigenous Education), Julie Trindall, Aunty Jean South (Badanami Centre for Indigenous Education Elder in Residence), Rachel Symonds, Elaine Zander, Deborah Morgan, Isobelle Anderson, Karen Ferguson.

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OUR ASSOCIATES DELIVERING ABORIGINAL AND TORRES STRAIT ISLANDER SPECIFIC PROGRAMS AND SERVICES (CONTINUED) SCHOOL OF MEDICINE MEN’S HEALTH INFORMATION STUDENT RECRUITMENT In recognition of the large Aboriginal AND RESOURCE CENTRE UNIT – NRL ONE COMMUNITY population in Greater Western Sydney and the need for more Aboriginal and Torres Exploring factors in society and life that PROGRAM Strait Islander doctors, the School of build or undermine health, the Men’s Health The Fields of Dreams program is a joint Medicine endeavours to enrol and support Information and Resource Centre focuses initiative supported by the Federal Aboriginal and Torres Strait Islander students on the health status of marginalised or Government, between the University and is committed to ensuring that every disadvantaged males, and includes some of Western Sydney and the National graduate of the School of Medicine has had Aboriginal and Torres Strait Islander men Rugby League. an experience in an Aboriginal Community who may find themselves at risk of increased Controlled Health Organisation. stress and, therefore, poorer health outcomes. The program aims to provide Aboriginal and Torres Strait Islander students in Years 11 Further information: and 12, from selected rural communities and westernsydeny.edu.au/medicine/som/ Greater Western Sydney, with an experience applying_to_medicine/mbbs/indigenous Further information: which enhances students’ sense of self and westernsydeny.edu.au/mhirc/mens_health_ provides them with opportunities to improve information_and_resource_centre their goal setting skills, assist in pre-tertiary achievement, raise awareness of higher education as a viable option, support in linking with higher education providers and employers.

The Program builds relationships between the University and NRL stakeholders to ensure the smooth transition of participants to university study and other opportunities.

“Fields of Dreams is an amazing program which has helped so much with answering many of my cultural and academic questions. We gained a stronger cultural connection and a desire to strive and achieve.” Student, Scots College.

Cris Carriage Rick Welsh Jarred Hodges Indigenous Program Officer, Project Officer, Men’s Health Senior Project Officer, School of Medicine Information and Resource Centre Office of the Pro Vice-Chancellor (Students) Masters of Teaching (UWS) Masters of Indigenous Health Studies (Macq)

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INDIGENOUS OUTREACH SCHOOL STUDENT ENGAGEMENT Pathways To Dreaming, Heartbeat, Aboriginal Education Units, schools, At the Western Sydney University, we are Koori Bridges and Rural Student Visits and Aboriginal Elders and educators. committed to providing higher education are among the programs that endeavour All the programs closely involve Aboriginal pathways for Aboriginal and Torres Strait to empower Aboriginal and Torres Elders and educators in their design and Islander students and contributing to the Strait Islander primary and high school operation. They incorporate traditional process of reconciliation. Indigenous Outreach students in a variety of ways to increase Aboriginal cultural knowledge and facilitates a friendly, supportive environment the likelihood of their achieving positive contemporary Aboriginal experience that promotes independent thinking and educational, career and lifestyle outcomes. alongside academic enrichment, skill- embraces diversity where Aboriginal and As well as boosting the prospects of building and university familiarisation. Torres Strait Islander students can look individuals, this contributes to the Aboriginal Western Sydney University forward to learning. well-being of Aboriginal communities students act as mentors and role models. Further information: westernsydeny.edu.au/ and Australian society more broadly. Further information: westernsydeny. informationforcareersadvisers/welcome/ Strong collaborative relationships and edu.au/community/engagement/for_ indigenous_education partnerships have been built with Department of Education Communities’ schools/indigenous_students

Jo Galea Indigenous Project Officer, Schools Engagement Unit

THE COLLEGE Utilising the Academic Pathway Program, Western Sydney University’s The College is a Jacqui Cornforth Kristy Bell vehicle for students to progress to university. Project Officer, Pathways To Dreaming Indigenous Project Officer, Schools Engagement Unit The College is dedicated to changing people’s lives through education and is committed to providing greater equity in access to tertiary education.

After graduating from one of the five specialist University Foundation Studies of The College and meeting the entry requirements, students are guaranteed admission into the first year of a University of Western Sydney undergraduate degree.

Further information: Josh Mason Jessica Wellington westernsydney.edu.au/thecollege Indigenous Project Officer, Lead Mentor, Pathways To Dreaming Schools Engagement Unit

Jeff Dunn, Indigenous Project Officer, The College

39 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 OUR CORPORATE CONSULTING PROGRAMS OATSIEE CORPORATE CONSULTING PROGRAM

Many organisations desire a more active, practical role in employing, or engaging with, Aboriginal and Torres Strait Islander People but they don’t always have the means, or know the most effective, way to go about it. Our Corporate Consulting Program provides a range of services to help organisations achieve their ambitions in this area. Benefits include: profiles, career coaching workshops, work ≥≥providing training, models and processes ≥≥helping develop enterprise-wide plans and experience and professional development for Human Resource departments strategies, protocols and processes for the ≥≥conduct of on-site tailored training ≥≥providing opportunities to sponsor employment and training of Aboriginal for management and staff in Cultural academic prizes and scholarships and Torres Strait Islander People Workplace Relations ≥≥providing access to University facilities ≥≥providing proven models of programs; ≥≥ensuring sustainability by providing and accommodation – Cadetships and Traineeships leadership training to facilitate successful – with processes for successful education of staff and implementation For more informations please visit our implementation. These programs are of programs website: westernsydeny.edu.au/oatsiee_ tailored to specific requirements and ≥≥providing training for existing or new corporate_consulting_program can supply mentors, orientation, success Aboriginal and Torres Strait Islander staff

Careers and Cooperative Education Awards Ceremony 2011 left to right: Dr John Macleay, Deputy Director Applications, Office of State Revenue; Jarred Mack, Cadet, Office of State Revenue.

40 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 AWARD WINNERS

The recipients of the Vice-Chancellor’s Professional Development Scholarships.

ALISON ANDERSON Client Services Co-ordinator, Academic Registrar’s Office, Western Sydney University Alison was the recipient of the 2014 Vice-Chancellors Professional Development Scholarship for Professional Staff. This scholarship enabled Alison to attend the Tertiary Education Management (TEM) Conference.

KYLIE BEERENS Senior Administrative Officer to Associate Professor Yi-Chen Lan, Office of the Pro Vice-Chancellor (Engagement and International), Western Sydney University Kylie completed her Certificate III in Administration as one of our original trainees in 2008. Furthering her traineeship, Kylie returned to TAFE and was awarded a Certificate IV in Human Resources. As her skills increased, Kylie was promoted within the University and currently holds the position of Senior Administrative Officer in the Office of the Pro Vice- Chancellor (Engagement and International). A winner of a Vice-Chancellor’s Professional Development Scholarship in 2012 Kylie attended the annual Executive Assistant Network Conference with the proceeds.

CRIS CARRIAGE Indigenous Project Officer, School of Medicine, Western Sydney University The Western Sydney University’s innovative program connecting all fifth year medical students with the Aboriginal Medical Service in NSW won an award from the LIME Network. This program is recognised for placing medical students in the diverse communities they will serve after graduation which helps to build closer connections and make better doctors. Cris was involved in developing the initial partnership and has witnessed the effects on the students, particularly their understanding of the importance of community control in health care delivery. Lime Award: The Leaders in Indigenous Medical Education (LIME) Network is dedicated to ensuring the quality and effectiveness of teaching and learning of Indigenous Health in medical education, as well as best practice in the recruitment and retention of Indigenous medical students.

ALISON COLLARD Indigenous Student Services Officer, School of Education, Western Sydney University Alison is the Indigenous Student Services Officer for the Bachelor of Education Primary (AREP) students, an away from base program where Aboriginal and Torres Strait Islander students study in block mode to become Primary Teachers. In 2011 Alison was awarded the Vice-Chancellor’s Professional Development Scholarship for Professional Staff and attended the World Indigenous Peoples Conference in Education (WIPC:E) in Peru.

41 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 AWARD WINNERS (CONTINUED)

DR RYAN DASHWOOD Lecturer, School of Medicine, Western Sydney University Dr Ryan Dashwood is an Emergency Registrar/Advanced Trainee working towards fellowship with the Australasian College for Emergency Medicine. Joining the School of Medicine as a Lecturer of Aboriginal and Torres Strait Islander Health, Ryan is also involved in medical student support. In 2014 Ryan was awarded the Vice-Chancellor’s Professional Development Scholarship for Academic Staff which assisted him to study Epidemiology A – Basic Methods and Biostatistics A at Newcastle University.

JOSEPHINE GALEA Indigenous Project Officer, Schools Engagement Unit, Western Sydney University In 2002 Josephine joined the Hawkesbury campus as a Student Support Officer before moving to various roles in the Enrolments and Student Finance Office. Josephine became the Indigenous Marketing Officer in the Indigenous Outreach Unit of the Office of Marketing in 2007 then, in 2011, the Indigenous Project Officer in the Schools Engagement Unit. This role primarily coordinates, and further develops, the Western Sydney University’s Heartbeat program which aims to raise student awareness of health issues and encourage careers in medicine and health-related fields as the culmination of university study. Receiving a Vice- Chancellor Professional Development Scholarship in 2011, Josephine was able to develop her cultural knowledge by using the funds to attend a Garma Festival in the Northern Territory.

SHIRLEY GILBERT Academic Course Advisor (Mteach) Secondary, Lecture Methods Coordinator, School of Education, Western Sydney University Shirley is a teacher with over twenty years experience across primary, secondary and tertiary levels. As a researcher, Shirley has focused on Aboriginal education, secondary teacher education, history and equity and social justice education. Shirley put her 2016 Vice-Chancellor Professional Development Scholarship towards attending Habermann Star Teacher Training in Canada and visiting schools in Canada and the United States.

JENNIFER FLOOD Project Officer, Office of Aboriginal and Torres Strait Islander Employment and Engagement, Western Sydney University While studying at the University of Western Sydney Jennifer was employed as an Indigenous Student Services Officer at the Badanami Centre for Indigenous Education. The first Aboriginal person to graduate from the University’s Inspire Leadership Program, Jennifer holds a Master of Education Leadership (UWS) and is currently on secondment to the role of Project Officer in the Office of Aboriginal and Torres Strait Islander Employment and Engagement. A winner of a Vice-Chancellor Professional Development Scholarship in 2010, Jennifer was able to attend a Garma Festival in Arnhem Land.

42 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 EVALUATION

Independent researchers, CLOSING THE GAP IN TERTIARY EDUCATION Colmar Brunton Research Pty Ltd, Western Sydney University Aboriginal and Torres Strait Islander have recently completed a qualitative Traineeship and Cadetship Program Evaluation. evaluation of the ‘Western Sydney University Office of Aboriginal and Introduction Key findings Torres Strait Islander Employment and In September 2012 Western Sydney The key success factors most commonly Engagement model, Traineeship and University commissioned Colmar Brunton identified by participants in the research Cadetship programs.’ Social Research (CBSR) to undertake an are presented on page 42. Starting at the independent qualitative evaluation of centre of the model, the Office of Aboriginal The research was carefully planned its Aboriginal and Torres Strait Islander and Torres Strait Islander Employment and involved a total of 76 face to face, Traineeship and Cadetship programs. and Engagement (OATSIEE) is Central telephone and video grab interviews Development and Coordinating Agency with 49 participants in the Traineeship These are some of the most successful responsible for establishing the programs and Cadetship programs, Elders Aboriginal and Torres Strait Islander and their day to day operation. and Traditional Owners, industry employment programs in the country with partners, hiring managers, University around 98% retention and completion rates. 1. OATSIEE cultivates enduring partnerships executives, and other key stakeholders. with key stakeholders (see outer blue boxes), All interviewing was conducted Two of the key objectives of the research such as:The local Aboriginal and Torres Strait during November and December were to understand the success factors Islander community (blue box bottom left) 2012. Following is the summary of underpinning the programs and their possible are closely involved in the establishment key findings presented in the draft transferability to other organisations. and ongoing operation of the Programs. evaluation report on 25 March, 2013. The final presentation was held on 20 As part of the research methodology ≥≥Community support and endorsement June 2013. Aboriginal and Torres Strait Islander media underpins the entire operation providing company Carbon Media was also contracted the raison d’etre for the Programs’ existence ‘By any measure, the Western Sydney to conduct a series of supporting video and continuing relevance. University Aboriginal and Torres Strait shoots in order to produce a short video ≥≥The ‘Elders on Campus’ provide mentoring, Islander Traineeship and Cadetship documentary of research participants’ leadership, cultural ambassadorship Programs have been incredibly experiences and perceptions of the programs. training and aspiration building services. successful. Since 2008, out of 29 Many are members of the Aboriginal trainee placements, there has been a The research involved one hour in depth and Torres Strait Islander Employment 98% completion and retention rate. This face to face interviews during two days in and Engagement Advisory Board and compares to a usual retention rate of November at the Western Sydney University the Aboriginal and Torres Strait Islander between 40 and 60% being attained Werrington campus as well as one hour in Consultative Committee. in similar programs according to depth telephone interviews with people who ≥≥Both leadership structures underpin cultural Western Sydney Regional Organisation could not attend the face to face interviews. authority and help to embed cultural of Councils. Even more notable is In total 76 face to face, telephone and video knowledge throughout the University via the fact that many of these trainees grab interviews were conducted with 49 leadership, mentoring, cultural workplace did not finish high school and some participants in the Traineeship and Cadetship relations, Board participation, and providing had been unemployed previously to programs, Elders and Traditional Owners, advice on research and teaching. participating in the program. In addition industry partners, hiring managers, University there has been a 98% retention rate and Executives and other key stakeholders. completion rate for the cadets enrolled in the Cadetship program.’ All interviewing was conducted during November and December 2012.

43 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

EVALUATION (CONTINUED)

≥≥They also provide cultural ambassadorship ≥≥External employers or Industry 3 Established comprehensive systems and a training; attend Graduation Ceremonies and Partners who provide work experience tool box of assistance to support Trainees significant events like NAIDOC Week and opportunities (black box top left). and Cadets, Hiring Managers and Industry Reconciliation Week events. Partners at every stage of the Programs. 2 Provides Trainees and Cadets with ≥≥A large employer – Western Sydney holistic individualised, personalised 4 Has deep local knowledge of the wider University (black box top right). and tailored case management support community e.g. knowledge of Aboriginal – many Cadets and Trainees feel they are and Torres Strait Islander communities, ≥≥Registered Training Organisations part of a family. the wider community, local businesses, – TAFE Western Sydney Institute and as well as a vast network of industry and The College (black box bottom right). community contacts.

Employment Long Term Career Pathways ‘Job Seekers’ become ‘Career Seekers’ Support of Large Committed Industry Employer UWS – Partners Learning Culture

– Work placements Dedicated Professional Staff Providing Committed Hiring – Induction Managers

– Daily work plans Holistic Case Management – Work placements – Develop career

‘Individualised personalised tailored – Induction pathways support ‘Feels like you’re part of the family’

– Committed to training – Develop career s ng pathways

Systems a y – Mentors/Supervisors Local Recruitment – Committed to training ork i – Ambassadors

Selection/Job matching ng Knowledge Central – Mentors /Supervisors ath w

– Provide feedback for d i

Preparation l continuous Industry contacts Development – Ambassadors Net w Tool box for all participants

/ improvement Aboriginal and Torres ng P and – success profiles – Provide feedback for Bu i Strait Islander p s continuous i brokerage Coordinating Non vocational barriers

improvement rain i Placement Cultural exchange and Agency T ration

– Elders involved in / protocols Post placement support – Tailored training establishment OATSIEE p i Education sector Buddy system packages on

knowledge A s – Involved in ongoing Career pathways

Partners h – Trainees attend in operation at i Awards / Recognition groups – Cultural authority Ambassadorship – Dedicated teacher/ – Attend events Cultivates Partnerships mentor Edu c Clear roles communicated up-front – Cultural role models/ Ongoing open communication – Graduation ceremony mentors/leaders/ Mentoring and support embedded – Seamless integration aspiration building/ with UWS protocols

RTO Support of Local TAFE WSI Community UWS College Culture/Identity/Belonging Community Capacity Building

44 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 RECOGNITION

≥≥Office of Aboriginal and Torres Strait The National Review of Higher Education Awards from our Islander Employment and Engagement Access and Outcomes for Aboriginal and peers are a source of is the first of its kind in the Australian Torres Strait Islander People Final Report university sector. launched in September 2012 highlighted professional pride ≥≥The first five years quadrupled the number Western Sydney University as an exemplar and satisfaction but of Aboriginal and Torres Strait Islander staff in the following areas for other universities in academic and professional roles. to adopt: more importantly The Office of Aboriginal and Torres Strait ≥≥building professional pathways and they serve as a gauge Islander Employment and Engagement: responding to community need (section of our performance 11.3.3 Western Sydney University ≥≥acquired $1.6 million from successful Indigenous Graduate Attribute) against the highest submissions to PM&C ≥≥research, research training and university standards and best ≥≥received commendation in the AQUA Audit workforce (13.6.3 Western Sydney Employment Cycle 2 and the Human Resources Review University Aboriginal and Torres Strait practices in our ≥≥was an Australian HR Awards – Finalist for Islander Research Strategy) Long Term Career Pathways Best Workplace Diversity Strategy (2012) ≥≥university culture and governance ‘Job Seekers’ become ‘Career Seekers’ profession and areas of ≥≥was an Australian Human Resources (14.1.3 Western Sydney University Office Support of Large Committed Industry Institute finalist and winner of the Fons of Aboriginal Torres Strait Islander Employer UWS – endeavour. Their real Partners Trompenaars Award for Diversity and Employment and Engagement). Learning Culture value to us, however, Cross Cultural Management (2010) ≥≥The report itself is 328 pages with many ≥≥was an Australian Human Resources positive mentions of the University. – Work placements Dedicated Professional is the motivation and Staff Providing Committed Hiring Institute finalist for the Pru Goward Award – Induction Managers encouragement they for Diversity Management (2009) The recommendations can be found directly – Daily work plans Holistic Case Management ≥≥was an Equal Opportunity for Women at innovation.gov.au/HigherEducation/ – Work placements – Develop career provide to work even Awards finalist in the Minister’s Awards IndigenousHigherEducation/

‘Individualised personalised tailored – Induction pathways support ‘Feels like you’re part of the family’ for Outstanding EEO initiative for the ReviewOfIndigenousHigherEducation/ harder, implement

– Committed to training – Develop career s advancement of Women Pages/default.aspx ng pathways

Systems a y – Mentors/Supervisors more initiatives ≥≥exceed government ambitions for number Local Recruitment – Committed to training of Aboriginal and Torres Strait Islander The contribution of the Western Sydney ork i – Ambassadors and achieve more Selection/Job matching ng employees University Office of Aboriginal and Torres Knowledge Central – Mentors /Supervisors ath w

– Provide feedback for d i Preparation l ≥≥piloted unique Traineeship and Cadetship Strait Islander Employment and Engagement continuous Industry contacts Development – Ambassadors outcomes for Net w Tool box for all participants programs such as ‘Earn while you Learn’ was acknowledged with: / improvement Aboriginal and Torres ng P and – success profiles – Provide feedback for Bu i Strait Islander more people. ≥≥achieved a 98% success rate with the above p s continuous i Coordinating brokerage Non vocational barriers programs. Trainees all gained Certificates, ‘In 2007, the Western Sydney University

improvement rain i Placement Cultural exchange and Agency T some achieved Diplomas and three entered established the Office of Aboriginal and Torres ration

– Elders involved in / protocols Post placement support – Tailored training Strait Islander Employment and Engagement establishment OATSIEE p i university and all Cadets increased Education sector Buddy system packages to improve outcomes for Aboriginal and Torres on their grade knowledge A s – Involved in ongoing Career pathways Strait Islander employment, engagement and

Partners h – Trainees attend in operation at i ≥≥established Elders on Campus, a group Awards / Recognition groups of respected community Elders on hand cross-cultural awareness. The office’s impact – Cultural authority Ambassadorship – Dedicated teacher/ to advise and guide students extends across the University through the – Attend events Cultivates Partnerships mentor Edu c development of language, policies, strategies Clear roles communicated up-front ≥≥introduced the Early Career Academic and workplace agreements (including setting – Cultural role models/ Ongoing open communication – Graduation ceremony program giving Aboriginal and Torres Strait mentors/leaders/ Mentoring and support embedded – Seamless integration Islander students the opportunity and employment targets through the Aboriginal aspiration building/ with UWS and Torres Strait Islander Employment protocols support to complete valuable Strategy Consultative Committee). research assignments. RTO Support of Local TAFE WSI Community UWS College Culture/Identity/Belonging Community Capacity Building

45 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

RECOGNITION (CONTINUED)

In its five years of operation, the office has take postgraduate candidates through to models for other Aboriginal and Torres Strait achieved outcomes for Aboriginal and Torres academic careers Islander People. Strait Islander People through a broad range ≥≥establishment of an Elders on Campus of employment and engagement-related program that provides leadership in cultural The University’s approach to engagement programs including: workplace relations seeks to address the social, cultural and ≥≥an increase in Aboriginal and Torres Strait ≥≥creation of two annual Vice-Chancellor economic aspects of Aboriginal and Torres Islander employment from 15 to more Scholarships for Aboriginal and Torres Strait Strait Islander higher education and to obtain than 50 full-time equivalent employees Islander staff. external community validation. (representing 2% of the University’s staff) ≥≥The Elders on Campus program links the ≥≥a 98% completion rate by trainees University to Aboriginal and Torres Strait The University’s Aboriginal and Torres Strait and progression to higher study and Islander communities across all campuses. Islander Employment and Engagement employment creation of a Cadetship ≥≥It provides role models and mentors for Advisory Board was established to provide brokerage model (with 100% completion by Cadets, Trainees and staff and an avenue for strategic advice and input into employment cadets placed in industry, government and community input into University governance. and engagement initiatives. Engagement is community organisations)establishment of identified as a priority in the University’s Our an Early Career Academic Recruitment and The leadership program includes university People 2020 strategy.’ Retention project providing mentoring to training and invites Elders to become role

Western Sydney University Office of Aboriginal and Torres Strait Islander Employment and Engagement representatives with the Australian Human Resources Institute CEO left to right: Aunty Sandra Lee, Darug Elder; Serge Sardo, AHRI CEO; Melissa Williams, Director; Terri Keating, Administration Assistant; Angela Spithill, Program Manager; Josh Mason, Project Officer.

46 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 SIGNIFICANT DATES

26 JANUARY Survival Day – British settlement (1788) 13 FEBRUARY Apology Day – apology to the Stolen Generation (2008) 21 MARCH Harmony Day – everyone belongs (1999) MARCH (VARIES) Close the Gap Day – recognises health discrepancies (2006) 26 MAY Sorry Day – acknowledges the Stolen Generation (1998) 27 MAY – 3 JUNE Reconciliation Week: 27 May 1967: Referendum in favour of recognising Aboriginal 3 JUNE and Torres Strait Islander People in Census 3 June 1992: Mabo High Court decision Mabo Day – acknowledging the special relationship Aboriginal and Torres Strait Islander People have with the land 1 JULY Coming of the Light – acceptance of missionaries arriving at Torres Strait (1871) NAIDOC (National Aboriginal and Islanders Day Observance Committee) JULY (FROM FIRST SUNDAY) Week – celebrates Aboriginal and Torres Strait Islander culture (1957) Aboriginal and Torres Strait Islander Children’s Day – 4 AUGUST celebrating the role of children in culture (1988) International Day of the World’s Indigenous People – pledges United Nations 9 AUGUST support for promotion and protection of the rights of Indigenous Peoples (1995)

Left to right: Aunty Mae Robinson, Freda Whitlam, Aunty Pearl Wymarra.

47 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017 YOUR PARTNER

The Office of Aboriginal and Torres Strait Islander Employment and Engagement is at your service. The Western Sydney University has set a minimum of 2.5% of staff at all levels to be Aboriginal and/or Torres Strait Islander People.

Getting the right people to do the work can be a daunting prospect. You are not alone in this quest.

The team at the Office of Aboriginal and Torres Strait Islander Employment and Engagement, led by Director Melissa Williams, is here as your partner.

We will help in every way possible, enabling you to focus on your core business while providing all the experience and support required for you to deliver successful outcomes.

We will assess your needs, provide you with the necessary tools then find and screen potential employees.

You can personally contribute to, and participate in, the practical implementation of this exciting Office of Aboriginal and Torres Strait Islander Employment and Engagement Action Plan and play a direct part in a great social change for our region and the prosperity of our Aboriginal and Torres Strait Islander People.

Start now by calling the Office of Aboriginal and Torres Strait Islander Employment and Engagement to discuss the many different ways your School or Unit can work with us to make a real difference.

From left to right Terri Keating, Administration Assistant, Melissa Williams, Director, Office of Aboriginal and Torres Strait Islander Employment and Engagement.

Artwork in background: ‘The Tree of Knowledge’ by Aboriginal artist Aunty Janice Bruny, Kamilaroi woman. This artwork is part of the Western Sydney University Art Collection.

For further information for Hiring Managers, click here westernsydeny.edu.au/oatsiee_information_for_hiring_managers

48 OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT ACTION PLAN 2014–2017

OFFICE OF ABORIGINAL AND TORRES STRAIT ISLANDER EMPLOYMENT AND ENGAGEMENT

REGISTER YOUR YOUR INTEREST INTEREST TO TO BECOME AN AMBASSADOR! westernsydeny.edu.au/oatsiee_action_plan_ambassadorBECOME AN AMBASSADOR! westernsydeny.edu.au/oatsiee_action_plan_ambassador

49 Contact information +61 2 9685 9511 westernsydney.edu.au

Western Sydney University Locked Bag 1797 Penrith NSW 2751 Australia

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