Wingara Mura – Bunga Barrabugu Strategy

Wingara Mura –
Bunga Barrabugu
The University of Sydney
Aboriginal and Torres Strait
Islander Integrated Strategy

Image (left to right):
Professor Shane
Houston, Deputy
Vice‑Chancellor,
(Indigenous Strategy
and Services)
Hazel Wilson, original
1967 referendum
campaigner
Chris Mumbulla,
original 1967
referendum
campaigner
Dr Michael Spence,
Vice‑Chancellor and
Principal
Partnership was a key platform of the work of the Federal
Council for the Advancement of Aborigines and Torres
Strait Islanders (FCAATSI) to create the 1967 referendum.
These efforts stand as one of this country’s best examples
of partnership between Aboriginal and Torres Strait Islander
peoples and other Australians. This Integrated Strategy will
model that commitment in our efforts.
WINGARA MURA –
BUNGA BARRABUGU
THINKING PATH TO
MAKE TOMORROW*
*The title for this strategy and its meaning are drawn from Aboriginal language
of the Sydney region, based on the various works of Dr Jakelin Troy.

contents
2 Introduction
5 1. Imagining a uniquely Australian university
7 2. Our stories, our future
9 3. Our pathways, our future
9 3.1 Rights
10 3.2 Opportunity
11 3.3 Capability
13 4. Implementation of the Integrated Strategy
13 4.1 Targets
14 4.2 Localised implementation
15 4.3 Central support
17 5. Financing the Integrated Strategy
19 6. Realising our future
Cover images (top to bottom): Jared Field is a Wesley College scholarship
recipient in his final year of a Bachelor of Science degree.
Senior Lecturer and Academic Coordinator Lynette Riley
Health sciences students Christopher Webster and Jessica Reardon

2
We started this journey together
in 2008. The Review of Indigenous
Education very clearly put before us
the need for Sydney to think anew
about the way we approach Aboriginal
and Torres Strait Islander education,
research and engagement, and
how we take into our core business
the commitments we make in this
important area.
The University’s Green Paper pushed
the University to set new benchmarks
in excellence in this area. The White
Paper affirmed our resolve to improve
Aboriginal visibility and recognition on
campus; participation and success;
awareness and curriculum; Aboriginal
involvement in decision-making and our
engagement with Aboriginal and Torres
Strait Islander communities.
We have not been idle since the
three senior Aboriginal academics
handed me their review report in
2009. The University has already
acted on a number of key themes
and recommendations:
–– recruiting to a senior Aboriginal
leadership role
–– finding new partnerships with
Aboriginal and other community
service organisations
–– investing in new cross-cultural training
for staff
–– adding our world-class research talent
to efforts to address the wicked
problems Aboriginal and Torres Strait
Islander peoples confront.
This Integrated Strategy collects
these recommendations, insights
and commitments and brings them
together in a coherent story, direction
and purpose. It establishes a vision for
the University of Sydney as a uniquely
Australian institution, one that is shaped
by and helps shape our national story
and identity. It creates an opportunity
for us to appreciate the richness of
Aboriginal and Torres Strait Islander
peoples and culture as a part of that
story and identity.
There are challenges in the pathways
ahead. But we will not be swayed or
defeated by them. The University of
Sydney has a rich history of giving
life to new ideas and offering new
opportunities to those who have
had too few. The strategy has four
main elements:
–– imagining a uniquely
Australian university
–– our stories, our future
–– our pathways, our future
–– realising our future.
Together, they direct the action that
we will take to place our University
first in the minds of Australians, as
their university.
Michael Spence
Vice-Chancellor and Principal
introduction
From the vice-chancellor
and principal

3
From the Aboriginal and
Torres Strait Islander
Social Justice Commissioner
wingara mura – bunga barrabugu
Human rights provides us with a set
of minimum legal standards which if
applied justly to all people establishes
a framework for a society that fosters
dignity and equality of all citizens.
The global community is committed1
to education “directed to the
full development of the human
personality and to the strengthening
of respect for human rights and
fundamental freedoms. It shall
promote understanding, tolerance and
friendship among all nations, racial or
religious groups2
, and shall further the
activities of the United Nations for the
maintenance of peace”.
Our respect for the diversity of the
human family has been strengthened
by a global agreement upholding that
Indigenous peoples: are equal to all
other peoples, while recognising the
right of all peoples to be different, to
consider themselves different, and
to be respected as such, and further
that “Indigenous peoples have the
right to participate in decision‑making
in matters which would affect
their right.”3
These declarations provide a roadmap
to the realisation of Aboriginal and
Torres Strait Islander peoples’ rights
in an inclusive, tolerant, diverse and
respectful Australian society. They
inform the role the University can and
should play in this endeavour. These
guideposts help the University of
Sydney promote equality and respect
for difference. The challenge for the
University is to be open to different
ways of working, that tackle the
uneven playing field, all the while
maintaining a commitment to a
quality education.
This Integrated Strategy declares a
commitment to a reconciled future and
sounds as a clarion call to Australians
and to Australian universities. Everyone
should heed the call.
Mick Gooda
Aboriginal and Torres Strait Islander
Social Justice Commissioner
1 United Nations Declaration on Human Rights, 1948
2 Emphasis added
3 UN Declaration on the Rights of Indigenous Peoples. Adopted by the
General Assembly Resolution 61/295 on 13 September 2007

5wingara mura – bunga barrabugu
The relationship between the past and the future is a puzzle placed in the hands of the present. The
responsibility held by the present is the careful stewardship of the resources and opportunities at
hand, the identity and knowledge we inherit from our past, and the possibilities and aspirations we
hold for the future. It is a responsibility fuelled by imagination and hope; the intention, recognition,
understanding and vision that refuses to accept the circumstances as they are now, in favour of what
should be.
Individuals and institutions in our society, including universities, share this stewardship responsibility.
Neither can be just an interested spectator if we are to fulfil our obligations to the future; institutions
and individuals are interdependent.
At this university engaged and hopeful students, staff, alumni and supporters each help us realise the
vision we have for our institution and our society. The University, in turn, empowers students, staff,
alumni and supporters to keep us focused, to keep the hope and vision alive. This interdependence
sets up ripples that extend beyond the University to the wider circle of life in the Australian and
international community.
This Integrated Strategy provides the University community with a scaffold of imagination that helps
us manage our responsibilities and focus our efforts. It creates for the University a vision of the future
that safeguards the valued past, and equips the present with the tools that enable it to fulfil its role as
steward, ethically and actively.
The scaffold seeks to support our vision for Sydney as a uniquely Australian university. But, in an
increasingly global community is there anything that makes us uniquely Australian, and what roles does
a university play? The 23 million Australians are not of a single culture, nor are they of a single history.
What is a uniquely Australian university and how is it imagined into reality? For this strategy, the
answers rest in giving no preference to any one set of stories, values or behaviours in our education,
research and values and practice. The strategy rests on an Australian and a University vision that
values the complex range of Australian relationships, histories, cultures and aspirations and through
education, research and engagement weaves them respectfully into a richer, complex but coherent
Australian narrative and identity.
This strategy specifically focuses on Aboriginal and Torres Strait Islander culture and peoples. It frames
an approach that will see change in the fabric and substance of individual and institutional relationships,
reflection, effort and organisation at Sydney. The strategy will influence governance and standards,
teaching and learning, community and stakeholder engagement, research, and the cultural and built
environment of the University community.
For Aboriginal and Torres Strait Islander peoples, the strategy recognises and encourages connections
with cultural, historical and symbolic representations and challenging realities. It also creates the
opportunity and capabilities for Aboriginal and Torres Strait Islanders and other Australians to share, to
think and learn, and to contribute to the other.
Aboriginal culture and experience offers a broad framework that allows Aboriginal peoples to
understand each other and the world we each live in. It provides the tools for us to learn, to know and
act in a manner that respects our responsibilities to our past, present and future. This strategy employs
this framework, as the foundation for the scaffold of imagination.
The transition between past and future that the present now confronts will be made more inclusive
and more stable because of this strategy. Because of our leadership and commitment to this strategy
we will build a reputation as a uniquely Australian institution. We will be uniquely Australian because we
will have created a richer, more embracing understanding and representation of Australians, and have
brought it into the core of who we are.
We will be exceptional, distinctive and outstanding.
Imagining a uniquely
Australian university
Image left: Health Sciences student Adam Miller with Indigenous Student Support and Recruitment
Officer Simone-Cherie Holt at the Yooroang Garang centre in the Faculty of Health Sciences.

The University of Sydney was Australia’s first university and is among the best in the worldwide
tradition of universities. The tradition and history of European institutions has a strong presence in
the University of Sydney’s heritage. However, our university is more than a specula reflection of the
European institution. The environment, history and human landscape of Sydney and Australia have
created a unique and diffuse interpretation of the European image, changing it forever.
The many campuses of our University stand on the land of many Aboriginal peoples. The Camperdown
Campus stands on the land of the Cadigal people of the Eora Nation, the first Aboriginal people to
confront colonisation. Our city was the site of the declaration of the Commonwealth of Australia
and was where Aboriginal self-determination took shape in the first Aboriginal community- controlled
organisation. Sydney was the first university to admit students on merit and the first to admit women
to all areas of the University on an equal basis to men. It was also the first to present a testamur to an
Aboriginal graduate. These events, and many others stretching in all directions from them, have created
a unique, divergent landscape off which any refection of the European institution is altered, made
different, made uniquely Australian.
This image is, however, not just a representation of our past but a starting point for our future. How we
interpret, talk about and engage with, take to our core, our story, our image of ourselves, is important
to our distinctiveness as uniquely Australian.
Australia has been unclear about how Aboriginal and Torres Strait Islander culture and peoples
contribute to the Australian identity and narrative, and about what the future holds. At times in
Australia’s history some Aboriginal people found it necessary to identify as Maori or Italian rather than
Aboriginal. Reconciling a climate of racism and the need to survive left Aboriginal people conflicted,
angry, puzzled or all of these.
Where Aboriginal people fought this government separation policy and marginalised public perceptions,
individuals, families and whole communities were discriminated against or quarantined. In this climate
Aboriginal and Torres Strait Islander peoples were ridiculed, ignored or patronised. Aboriginal and
Australian stories and identities were kept separate. Aboriginal people were taught the Australian story
but not included in it.
This environment has been changed in many ways in recent decades. There have been notable
occasions when the national story and identity has grown richer, deeper, and more uniquely
Australian by embracing Aboriginal and Torres Strait Islander peoples’ culture and story; the
1967 referendum, NAIDOC, Mabo, the bridges walk, reconciliation, and the Australian government’s
2008 national apology.
On these occasions Aboriginal and Torres Strait Islander peoples were part of a shared narrative that
said something proudly about who we are and what we want to be as a nation. We know that nations
are defined by their shared stories; by the narrative its peoples take into their homes, work, social
engagements, family functions, political debates, academic enquiry, education and public life. The
stories we tell are the things that bring to life what it is to be uniquely Australian.
Interacting, reflecting and engaging with others about both shared and different experiences helps
build a shared narrative and identity. Sharing works to define and reinforce our ideas of who we are
and how we relate to each other and provides better knowledge about each other. Quality identity
resources and the frequency of interaction between peoples of difference increase the potential
contribution to the store of Australian human, social and identity capital.4
The implementation of the
strategy will position the University in a leadership role in Australian higher education in this domain.
The importance of the narrative to building a shared identity and society is not however confined to
the University alone. How the public, media and other institutions in our society critically analyse the
discourse about Aboriginal and Torres Strait Islander peoples will shape political, social, personal and
Our stories,
our future
Image left: Senior Lecturer and Academic Coordinator Lynette Riley, a Wiradjuri/
Gamilaroi woman from NSW, engages students in determining new solutions for
lasting change in Aboriginal education.

our stories, our future
8
collective cohesiveness and outcomes. More practical reasoning from a better informed public able
to access and assess critically information about our society will form an essential foundation to the
process of eliminating injustice at both an individual and institutional level.
Injustice occurs in many forms. The tendency of late has been to only see injustice as manifest in
the significant differences in socioeconomic outcomes. It has been suggested that an approach that
reduces Aboriginal and Torres Strait Islander peoples in the national debate to a “range of indicators of
deficit, to be monitored and rectified towards government-set targets” is an exercise in control of the
agenda by the dominant society, which does not hold much promise.5
Injustice is present also when
the capability of Aboriginal and Torres Strait Islander peoples to formulate and address challenges is
hampered or when the credibility of the solutions Aboriginal communities offer are discounted because
of stereotypical views.6
Education, research and engagement clearly have a central role in remedying
these and other injustices.
This strategy will do more than address the statistical inequalities confronted by Aboriginal and Torres
Strait Islander peoples; it does not simply locate Aboriginal peoples in a discourse of disadvantage.
This strategy will contribute to the building of a just and cohesive University community and nation
by providing opportunity and equipping our students, staff, and our community to engage in practical,
purposeful reasoning, to think, analyse and to transform knowledge as a positive contribution to
local, national and international outcomes. This strategy will create the interpersonal and institutional
environment; all this in an environment where diversity is promoted, where Aboriginal and Torres Strait
Islander peoples are active, proud and engaged participants in the enterprise.
The University of Sydney will be a community in which Aboriginal and Torres Strait Islander peoples and
other Australians, as students, staff, alumni and visitors, are willing and able to invest in each other. The
character of this experience will be honest, respectful, engaged and competent.
In doing so, the University contributes to the recognition of Aboriginal and Torres Strait Islander
peoples’ “place in the national identity and national story”.7
Success will make a real and important contribution to the strength and quality of Australia’s social
fabric, to our economic capacity and development, and to the functioning of our communities
and institutions.
4 Gurin P et al. (2004), ‘The benefits of diversity in education’, Journal of Social Sciences, 60(1).
5 Pholi K et al. (2009), Is ‘Close the Gap’ a useful approach to improving the health and wellbeing of
Indigenous Australians? Australian Review of Public Affairs 9(2).
6 Flicker M. (2007), Epistemic injustice: power and the ethics of knowing, Oxford University Press.
7 Australia 2020 Summit – Final Report, Department of Prime Minister and Cabinet, Canberra, 2008

This strategy is framed not by a discourse of disadvantage but by a commitment to opportunity,
capability and rights. This section of the strategy outlines the building blocks of action that, taken as an
integrated whole, will ensure that the University of Sydney delivers the benefits to students, staff, the
community and society that our charter, tradition and talent demand.
3.1 Rights
The fundamental rights and freedoms we enjoy as Australians are universal. The universality of these
rights and freedoms reminds us that all peoples and cultures are part of the shared inheritance of
humanity. Recognising this, our rights and freedoms include specific affirmations that promote and
protect the richness of our social and cultural diversity. In Australia, these affirmations recognise
the continuing uniqueness of Aboriginal and Torres Strait Islander peoples and culture. Australia has
affirmed within our support for fundamental rights and freedoms “that Indigenous peoples are equal
to all other peoples, while recognising the right of all peoples to be different, to consider themselves
different, and to be respected as such”.8
Rights on paper, universal or particular, do not immediately translate into equal access to opportunity
or an equal capability to enjoy. The translation of these rights into reality for Aboriginal and Torres Strait
Islander peoples has been a protracted, sometimes painful journey; a journey that is not yet complete.
How, in a diverse society, do we navigate the translation of rights to reality? There has been at times
divergence between what Australia and Aboriginal and Torres Strait Islander peoples choose and value
as expressions of who each are, or their visions of the future. These divergences have adversely
impacted Aboriginal and Torres Strait Islander peoples’ ability to realise the quality of or direction in life
they seek.
Too often the validation of Aboriginal actions or choices has been framed by the will and preferences
of non-Aboriginal people and institutions. For Aboriginal people, this is a top-down approach where the
values and choices of the many have outweighed the culture and values of a few. This has historically
been responsible for much of the social, economic, and political burden that the last 50 years has
sought to lighten.
By building a university community that is responsive to the rights of Aboriginal and Torres Strait
Islander peoples, to their culture and diversity, we can strengthen the ability of our community, and
society in later years, to thoughtfully add momentum to our current efforts to eliminate inequity, and
build a more inclusive and prosperous Australian society. University communities that offer a more
intense and complex intellectual and social experience than life in the broader community can create
long-term positive social, political, and developmental skills and understandings in students and staff.
Exposing students and staff to different cultural, social and political perspectives would further expand
their ability to understand, contribute, participate and lead in Australian society and democracy.
Sydney can stand a meaningful and informed demonstration of inclusion as a principle of community
and democracy.
Education grows individual and collective capabilities in the technical, social and psychological domains,
and in the personal and civic domains of life.
Education is also critical to an individual’s right to be able to live the life they have reason to value.
Education can contribute to the integrated development of human, identity and social capital in
individuals, and groups in society, by:
–– building knowledge, skills and experience
–– developing trust, networks, relationships and participation
–– expanding confidence, self-image, and respect.
This strategy takes a rights-based approach through which decisions and actions can be compared,
to ensure that everyone counts and is able to express their identity and culture freely, and work
constructively towards the future they imagine.
Our pathways,
our future

our pathways, our future
10
The rights element of this strategy structures two approaches. The first is to scrutinise decisions and
actions from the bottom up, a scrutiny that commences with the consequences for Aboriginal and
Torres Strait Islander outcomes and works backwards to the decision to ensure that they optimise the
good that we do. This approach enables us to ensure that decisions do not unjustly or inadvertently
deny Aboriginal and Torres Strait Islander students, staff and communities the opportunity or capability
to access, achieve, contribute and enjoy the benefits that engagement with the University community
can offer. In this scrutiny the University of Sydney will consider at least Aboriginal and Torres Strait
Islander peoples’:
–– right to be different and how that might impact resources
–– assessment of intrinsic and instrumental value attached to an issue
–– real freedom to access, act or derive benefit
–– access to an equitable distribution of opportunity and development of capabilities.
The second is to create and frame our actions and choices from a commitment to the University and
its ability to enrich the identity, social and human capital of the University community in its broadest
embrace. This commitment will, as a beginning, converge around:
–– increasing and supporting Aboriginal and Torres Strait Islander students
–– building trust and engagement between Aboriginal and non-Aboriginal students and staff
–– enriching research, learning and teaching
–– partnering enquiry and society.
Moving forward will involve decisions that are challenging and it will be essential that each step on
this journey is an informed one; where people who are affected are engaged in building agreement
and priorities.
3.2 Opportunity
Talent, commitment, passion and vision need opportunity to reveal their triumph.
A university education or career is an opportunity that can shape a lifetime. It is also an opportunity
for Australia to shape our society, to shape our identity and to strengthen our nation. The University of
Sydney, Australia’s first University, takes seriously our position as an iconic institution that has provided
Australians more than 150 years of opportunity. We were the first to extend opportunity on the basis
of merit and not class, the first to admit women to all areas of the University on an equal basis to men,
and the first to ensure Aboriginal people benefited.
Higher education delivers benefit not only to the individual but also to society as a whole. We know
that better educated, engaged minds contribute proportionately more to the social, cultural, identity
and human capital of our communities and society.
Joining, learning from and contributing to the intellectual life of one of Australia’s best university
communities should be a realistic goal for Australians who seek a place in higher education. However,
there is no one pathway to Sydney nor are these pathways always straightforward. For many
Australians their journey confronts a number of hurdles. Some hurdles are structural, cultural, and
geographic, while some are social and economic. Some exist because of the choices of individuals,
the decisions of society, and some because of decisions taken by the University. The journey for most
Aboriginal and Torres Strait Islanders is one complicated by a greater number of higher hurdles than the
journey for many other Australians.
The University of Sydney will stay true to our history of giving talent, commitment, passion, and vision
an opportunity. This strategy intensifies our efforts to ensure that unwarranted hurdles standing
between Aboriginal and Torres Strait Islander Australians and the opportunity of a quality higher
education are eliminated.

Decisions, preferences, priorities, socialisation and norms of Aboriginal and Torres Strait people, the
University, and society more generally are each influenced by soft and hard forms of discrimination,
ignorance, personal experience and/or history, good and bad. Sorting through these influences will
require our careful analysis and action.
The University’s commitment to opportunity is not confined to the journey to Sydney, it embraces the
life inside the University and it contemplates what tools and attributes graduates and staff will need to
recognise, seize and optimise opportunities to achieve and contribute beyond the sandstone of Sydney.
Opportunity is more often than not a series of windows; some clear almost invisible, others opaque and
obvious. Grasping opportunity requires a sharp eye and hard work. This is the challenge, and a reward
offered by this strategy.
This section of the strategy proposes an integrated approach to optimising opportunities for Aboriginal
and Torres Strait Islanders and other Australians, by:
–– understanding, adapting and expanding Aboriginal and Torres Strait Islanders peoples’ access to
opportunities at the University of Sydney as a student, staff member or supporter
–– consolidating and growing the opportunity for non-Aboriginal students and staff to be part of the
achievement of individual and collective success, constructively, respectfully and competently
–– repositioning the University of Sydney as a preferred higher education destination and workplace
for Aboriginal and Torres Strait Islander peoples by enriching the social, cultural and educational
environment and reputation of the University nationally and internationally.
3.3 Capability
Capability is the ability to be and to do. It takes into account the individual and the context in which
they live. Capability can expand skill and opportunity. It can be constrained or eliminated for example
by ignorance, governmental or organisational decisions, stereotyping, lack of financial resources, or an
absence of hope.
Aboriginal and Torres Strait Islander peoples have fought for hundreds of years to retain their
distinctive culture, dignity and identity. For much of this time, policy and programs focused on wiping
their distinctiveness from the Australian landscape and population.
Over the last 50 years, however, changes have taken hold that have increasingly recognised the
culture, dignity and identity of Aboriginal and Torres Strait Islander peoples and their right to be
different. While these changes have made a real contribution, they continue to advocate action that
expands their functioning, to flourish culturally, socially, politically and economically as Aboriginal and
Torres Strait Islanders.
This improved functioning is of both intrinsic and instrumental value to Aboriginal and Torres Strait
Islander peoples’ aspirations and life. They have sought to develop their capability to have a life where
being Aboriginal is not the cause of upset, derision, fear, shame or discrimination. Aboriginal people
have sought a social, cultural, economic and political life of pride, confidence, inclusion and equality.
Inherent in capability is the fundamental freedom for Aboriginal and Torres Strait Islander peoples to
do the things that they value in their lives and in their communities. They want to function in a manner
that is responsive to their Aboriginality and individual aspirations and responsibilities. They are entitled
to live the life they have reason to value within the framework of rights, freedoms and responsibilities
they hold as human beings and citizens.
This section of the strategy requires us to think and act in a different way. This strategy establishes
a collection of functioning that enables Aboriginal and Torres Strait Islander students, staff, and
non‑Aboriginal Australians to flourish.

our pathways, our future
12
University of Sydney Aboriginal and Torres Strait Islander Capability Set
The University of Sydney will build a University community where:
–– Aboriginal and Torres Strait Islander students and staff are able to enjoy their identity freely, safely,
confidently, with pride, comfortable in the University community and respectful of diversity and the
freedom of others
–– Aboriginal and Torres Strait Islander staff are able to pursue academic interests, careers and
contributions that are of intrinsic personal and academic pride, craft and purpose, free of limitations
created by inequity, stereotyping and ignorance
–– students and staff are able to engage effectively, respectfully and productively in critical thinking and
self-reflection about Aboriginal and Torres Strait Islander issues specifically, and diversity more broadly
–– students and staff are able to research and use knowledge from Aboriginal and Torres Strait Islander
sources and settings, ethically and effectively
–– Aboriginal and Torres Strait Islander students and staff are able to form, sustain and enjoy longstanding
networks across diverse cultures and peoples that are of intrinsic and instrumental value
–– Aboriginal and Torres Strait Islander students and staff are able to confidently engage and contribute to
the life, commerce and the identity of their communities and the Australian society.
If Aboriginal and Torres Strait Islander peoples are to be part of the Australian story, ‘Being and doing’
raises questions for the University about the kind of teaching, learning and research environment
we offer.
The questions and opportunities that emerge from this approach are not quarantined to matters
Aboriginal. Aboriginal and Torres Strait Islander flourishing both depends on and supports the realisation
of an Australian narrative, identity and vision that is inclusive, enriched by and proud of its constituent
cultures and peoples. The Australian story is not just about Aboriginal and Torres Strait Islander peoples
– it is about the uniqueness of Australians together.
Sydney’s contribution will be judged not only by our achievements in Aboriginal and Torres Strait
Islander education, research and engagement space, but on our contribution to the depth and quality
of ‘usness’ inside the institution, and in life beyond it. In an increasingly multicultural society and global
community effective capabilities in the diversity space are essential.
This strategy will reinforce and enrich the sharing of cultural and intellectual resources available to
Aboriginal and non-Aboriginal students and staff, and to the nation, and it will leverage this access to
grow human, social and cultural capital.
The University of Sydney is committed to creating a higher education experience for students, staff
and society that:
–– expands Aboriginal and Torres Strait Islander peoples’ freedom to live the life they have reason to value
–– improves critical thinking and the ability to form authentic, ethical relationships across the diversity
landscape and impacts positively on private and public networks and discussion of major social issues
–– builds a University community and experience where every person counts.
8 UN Declaration on the Rights of Indigenous Peoples. Adopted by the General
Assembly Resolution 61/295 on 13 September 2007

The implementation of this Integrated Strategy is built on the premise that Aboriginal and Torres
Strait Islander education, research and engagement are an integral part of our core business and the
responsibility of the whole University community.
The corollary of this is that the task of implementation will rest generally in those units and areas of the
University with responsibility for the University’s core business of learning and teaching, employment
and staff development, student recruitment, marketing and so on. Faculties and professional services
units (PSUs) will, therefore, play a significant and central role in delivering on the objectives of this
strategy, and in its success. In this way, the model we will use to deliver achievement will be two
pronged: the implementation of the initiatives is intended to be localised, while advisory and support
services, performance monitoring and review will occur corporately.
Our initiative summary at Section 6 ‘Realising our future’ (page 19) describes each initiative and the
associated focus area (ranging from successful students to our people, research and knowledge system
to community engagement) and theme (our three major themes are opportunity, capability and rights).
The Senior Executive Group (SEG) Indigenous Strategy and Services Sub-Committee will be asked to
refine priorities so that we can leverage off existing initiatives and resources efficiently and effectively.
The role of the Office of the Deputy Vice-Chancellor – Indigenous Strategy and Services (DVC-ISS)
will be to advise, liaise, assist and support where possible, monitor, promote transparent reporting, and
recognise excellence in the achievement of the strategy.
4.1 Targets
The strategy establishes targets for the University in key areas of students, staff, and research.
More specific project milestones in other areas of reform will be identified in the design of local
implementation plans.
4.1.1 Students
Student targets are set for both Aboriginal and Torres Strait Islander students and non-Aboriginal
students. The University has already agreed minimum Aboriginal and Torres Strait Islander
undergraduate targets as part of the ‘compact’ funding agreement with the Australian Government.
However the strategy sets a longer-term view of student numbers.
–– The University will increase the total number of Aboriginal and Torres Strait Islander people studying at
Sydney by 100 percent over five years.
–– The University will lift non-Aboriginal student interest, engagement and knowledge of Aboriginal and
Torres Strait Islander issues by 50 percent over five years.
4.1.2 Staff
Expanding the pool of Aboriginal staff employed by the University is a critical task for our reform
effort. But it will not be easy. The size of the available pool, the competition – not just from other
higher education institutions but other sectors – and the relatively removed engagement of the higher
education sector from Aboriginal advancement thinking influence decisions about what target to set.
The University will within four years:
–– employ an Aboriginal and Torres Strait Islander academic staff complement of 75
–– employ in the general stream 97 Aboriginal and Torres Strait Islander staff
–– ensure that new staff undertake an approved cross-cultural training program in line with the
following targets:
2012 – 20 percent
2013 – 60 percent
2014 – 80 percent
2015 – 100 percent.
Implementation of the
Integrated Strategy

implementation of the
integrated strategy14
–– ensure that existing staff undertake an approved cross-cultural training program according to the
following targets:
2012 – 15 percent
2013 – 40 percent
2014 – 70 percent
2015 – 100 percent.
4.1.3 Research and knowledge systems
Until relatively recently Aboriginal and Torres Strait Islander peoples’ experience was that the research
enterprise was exploitative and misdirected. The dominant experience was that “a poor relationship
existed between Indigenous peoples, researchers, universities, governments and policy makers”.9
On a playing field where increasingly stronger, productive partnerships between Aboriginal interests and
the research enterprise are gaining position but as yet remain overshadowed by the history of divisive
and intrusive practice, the University requires a deliberate strategy and clear targets. The University
of Sydney will establish a productive and sustainable research and Aboriginal knowledge agenda in
partnership with communities, government and industry.
The University will within four years:
–– establish at least two international partnerships in 2012 to explore the Aboriginal knowledge journey
with Indigenous peoples, relevant organisations and universities
–– secure research funding and commence research on the top 60 percent of research priorities identified
through strategies in this theme
–– increase the number of staff and students engaged in research in Aboriginal and Torres Strait Islander
issues by at least 40 percent
–– lift funding from all sources for research in Aboriginal and Torres Strait Islander areas by at least
25 percent.
4.2 Localised implementation
Our faculties understand their business and are best placed to design and incorporate the
commitments of this strategy in their learning and teaching, operations and planning. The model
proposed has the advantage of promoting local ownership of each initiative. The initial step in this
process is for each faculty and professional services unit (PSU, eg Human Resources, Campus
Infrastructure and Services, Student Support Services) to develop a local implementation plan that
sets out their contribution to the targets and objectives identified in the strategy. The Office of the
DVC-ISS will work with each faculty and PSU to ensure that each initiative gives effect to the guiding
principles and intent of the strategy.
Each faculty or PSU will be encouraged to establish a staff-based project team to support local
implementation, drawn ideally from the best officers with content and corporate memory of the area
and environment. A senior staff member (preferably the dean or director) would ideally act as executive
sponsor for the project team and the local implementation plans. Project teams should be able to
determine the level of change required to implement the Integrated Strategy’s various commitments,
and marshal the activity to achieve the agreed targets.
A senior project officer from the office of the DVC-ISS will support each faculty or PSU to construct
the relevant local contribution to the strategy’s targets and responsibilities. Wherever possible, this
approach will facilitate knowledge exchange and the sharing of successful strategies with other areas
of the University, which have similar experiences or needs.
At agreed intervals, the Office of the DVC-ISS, the local project team and the executive sponsor will
meet to review progress, changes, barriers, challenges, gaps and continued relevance of strategies.
This will be an ongoing process until all elements of the strategy have been successfully achieved, and
the transition to ‘business as usual’ is completed.

4.3 Central support
Interpreting, communicating and implementing the Integrated Strategy will involve the whole University
community. Some progress will be based on refinement and expansion of broad existing efforts,
while achievement of other strategic objectives will depend on successful innovation. The changing
circumstances of the higher education sector in 2012 and beyond will require the University of Sydney
to innovate, to get ahead and to distinguish itself from other domestic and international higher
education experiences.
The success of this strategy will depend on the University leadership adopting and recounting a clear
narrative that is focused both on the business and the moral purpose of the strategy, why we are
‘worrying for’ Aboriginal and Torres Strait Islanders’ education, research and engagement. It needs
to clearly spell out the vision, tools, dilemmas, risks and opportunities. Refined narrative is a critical
element of leadership – one that is vital to embedding a strong message about the University and
its identity.
The Office of the DVC-ISS will support the faculties and PSUs to tailor the narrative used at a
whole‑of-university level to the business and circumstances of each area. The critical element of this
work will involve ensuring the heads of faculties, schools and PSUs understand how the strategy
and its implementation relate to their roles. These two elements will form the basis of a strong
discourse‑centred approach to implementation.
Demonstrating effort and outcomes will be key to maintaining the trust and engagement of the
University community, potential funders inside and outside of government, and in Aboriginal and Torres
Strait Islander communities. It will also be critical to our own efforts to establish accountability to each
other for our respective contributions to the ‘academic and financial health of the institution’ and for
the contribution we each make to the realisation of our responsibilities to Australian society.
The DVC-ISS will coordinate in consultation with faculties, PSUs and the Strategic Information and
Business Intelligence program the development of an Integrated Strategy Monitoring Report that
reports the performance of faculties, PSUs and the University as a whole. Individual senior managers
will be able to compare their performance with their colleagues and discuss the implications of
achievements against the strategy’s targets and commitments.
The DVC-ISS will present the Strategy Monitoring Report to SEG quarterly. Progress on the strategy
will also be reported on the University website, to alumni and to other key stakeholders including
Aboriginal and Torres Strait Islander communities and broader civil society.
Good communication will reinforce and support improved marketing.
9 Quartermain L, ATSIC cited in Indigenist Australia, Views on knowledge
production and Indigenist research, Rigney L at law.anu.edu.au/ncis/
rigney_Goduka.pdf, accessed October 2011.

The Integrated Strategy lists a series of initiatives, which are grouped into three major themes –
opportunity, capability and rights – and described on pages 19 to 25 inclusive. Within this matrix
initiatives are grouped into six focus areas. While the strategy has a whole-of-University focus,
implementation will be located, in the main, in faculties and PSUs.
The execution of the Integrated Strategy will depend upon a mixed model of financing. Some initiatives
are reliant on changes to core business practices and are therefore intended to be cost neutral, others
will incur marginal or partial costs, while some specific initiatives will come at full cost. In some cases,
financing will fall to the University alone. In other examples, we will partner with one or more external
parties to deliver the outcomes the strategy establishes.
The level of change outlined in the strategy requires commitment and cooperation from all faculties and
PSUs within a whole-of-University perspective. This level of engagement and action in the Aboriginal
and Torres Strait Islander space has never been attempted by an Australian university before.
Repositioning the Integrated Strategy within the budget priorities and financial strategy of the
University will require specific attention and capacity. The University will make a financial contribution
to the strategy that demonstrates to our students and staff, to Aboriginal and Torres Strait Islander
communities and to other observers and potential supporters that we are committed; that we are
serious about Aboriginal education, research and engagement.
The cost of initiatives that fall to the University directly and which have a pan-University impact
will be shared across the University. The strategy includes the establishment of an incentives pool,
including a merit appointment incentive scheme. Finance for the pool is to be drawn from a top slice
of the University’s budget. The University will set the top slice annually depending on the budget
demands identified in local implementation plans. It is anticipated that approximately 80 percent of this
top slice will flow back to faculties and PSUs, including for the Aboriginal and Torres Strait Islander
appointment incentive.
Even with the creation of an incentives pool it is not possible to meet the total cost of the entire
Integrated Strategy from existing budgets. Where additional effort cannot nor should not be met from
existing resources, additional new funds will be required.
The University will accelerate and intensify its partnerships with government and industry to identify
and fund specific initiatives at a whole-of-University, faculty and PSU level for which external
support is required. In addition the University will incorporate the strategy’s focus and initiatives in its
development effort.
To maintain faith with students, staff and our partners it will be important for the University to be
transparent about its contributions and its use of external funding. This will be addressed in the
University’s regular reporting.
The table at ‘Realising our future’ on pages 19 to 25 provides an indication of the forecast source of
funding at the individual initiative level.
Financing the
Integrated Strategy

Wingara Mura – Bunga Barrabugu Strategy

Initiative title Description Theme
Successful students
Marketing and recruitment Establish coordination and cooperation across marketing and recruitment
effort at the University in relation to Aboriginal and Torres Strait Islander
students and staff.
Opportunity
Visibly committed Develop and implement a marketing strategy that highlights the
University’s contribution and leadership in Aboriginal and Torres Strait
Islander reform.
Opportunity
Marketing strategy Identify the motivators that directly and indirectly influence student
choice about higher education providers, review the University’s
performance and apply that information to our marketing strategy.
Opportunity
Brand recognition Take action that secures high brand recognition by stakeholders and the
community of the University’s increased engagement with and presence
of Aboriginal and Torres Strait Islander culture and peoples in the life of
the University community.
Opportunity
Success profiles Review Aboriginal and Torres Strait Islander student admission
and outcome data for the University to determine success profiles
and develop a detailed proposal to further inform recruitment and
retention efforts.
Capability
Expanding identification of
the best students
Develop and implement a trial of non-cognitive variables as an alternative
admissions program for a period of four years.
Opportunity
Breadwinners project Develop and implement an innovative partnership with government,
community and industry that creates new opportunities for working
Aboriginal and Torres Strait Islander people to enter undergraduate and
postgraduate study.
Opportunity
Sydney conversations Expand the opportunities for non-Aboriginal and Torres Strait Islander
students to confidently engage in enquiry about and discussion of issues
relevant to Aboriginal and Torres Strait Islander people
Opportunity
Possible and probable Review and rebalance recruitment efforts to pursue students who have
a strong higher education pathway, but commit proportionally greater
effort for those quality students whose pathway to university is not as
strongly mapped.
Opportunity
TAFE link Target a small number of TAFE colleges and institutes to develop
productive opportunities for effective articulation of the student journey
to higher education.
Opportunity
Sportsmen and
sportswomen at Sydney
Establish a relationship with sporting teams in NSW to provide an
appropriate opportunity for Aboriginal and Torres Strait Islander men and
women to access tertiary study.
Opportunity
Realising Our Future
Our Integrated Strategy is built around a series of initiatives, which
each have short descriptions, a specific focus area and one or more
themes. Here is a summary of our planned initiatives.
Image left: Sociologist and journalist Dr Jonathan Bogais, working in partnership with Aunty Dale McLeod, sister
of the late Aboriginal activist and leader, Charles “Chicka” Dixon, on the making of the Chicka Dixon Story. This
project has great significance for contemporary Aboriginal history and is supported by the University of Sydney.

realising our future
20
Sydney in schools Develop a business proposal and negotiate a program that provides
an opportunity for Aboriginal students in high school to commence
foundational elements for tertiary study in specific areas.
Capability
Research profile Capture and market the research profile of the University to Aboriginal
and Torres Strait Islander communities, civil society, government and
industry and as a specific element of our initiatives to recruit talented
Aboriginal and Torres Strait Islander postgraduates to study at Sydney.
Opportunity
Cultural competence Develop and introduce cultural competence in pedagogy, curriculum and
staff development.
Capability
Graduate attribute Include cultural competence as a graduate attribute, with measures of
acquisition for all students.
Capability
Benchmarking
current levels
Benchmark non-Aboriginal and Torres Strait Islander students’ current
levels of knowledge of cultural competence and engagement in
Aboriginal issues.
Capability
Aboriginal and Torres
Strait Islander place in
the curriculum
Develop and adopt strategies that enrich the ongoing curriculum renewal
agenda to lift the profile of Aboriginal and Torres Strait Islander culture,
experience and issues in the teaching and learning environment.
Capability
Mentoring and
development
Establish a postgraduate mentoring and development program for
Aboriginal and Torres Strait Islander students.
Capability
Aboriginal research network Establish the University of Sydney Aboriginal and Torres Strait
Islander Research Network and promote its engagement with
Aboriginal community, civil society, government, industry and the
broader community.
Capability
Sharing stories Review and expand the formal and informal opportunities for
non‑Aboriginal and Torres Strait Islander students to confidently engage
in enquiry about and discussion of issues relevant to Aboriginal and
Torres Strait Islander people.
Rights
Satisfaction and retention Review and enhance the orientation, satisfaction and retention
continuum for Aboriginal and Torres Strait Islander students.
Opportunity
Our people
National leaders Develop a campaign to identify and recruit outstanding Aboriginal and
Torres Strait Islander staff to this University from the existing pool of
academic staff nationally.
Opportunity
Talent search Develop a campaign to identify and recruit talented and qualified
Aboriginal and Torres Strait Islander people from other sectors such as
community service, government and industry.
Opportunity
Talent building Develop and implement a strategy to identify and recruit talented
Aboriginal and Torres Strait Islander people from other sectors, such
as community service, government and industry, who do not yet have
tertiary qualifications.
Opportunity
Growing our current talent Design and establish strategies to invest in the careers and potential of
existing Aboriginal and Torres Strait Islander staff at the University.
Capability
Sydney qualities Develop a statement of qualities that describes the attributes and
experiences in the Aboriginal and Torres Strait Islander domain we seek
in staff at Sydney.
Capability
Cultural competence
for staff
Develop and implement a pan-University cross-cultural education
program for all staff that meets the targets established by this strategy.
Capability
Mob staying in touch Establish an Aboriginal and Torres Strait Islander staff network to
promote sharing of experience, networking and support.
Capability

Knowing what’s happening Implement strategies to improve the collection, collation, linkage and use
of quality Aboriginal and Torres Strait Islander staff data, including census
days and awareness programs.
Capability
Staff development
partnerships
Establish partnerships with key employers that open up development
opportunities for existing University staff and provide reciprocal
opportunities for staff who work for our partners.
Opportunity
Merit appointment
incentive
Increase the number of Aboriginal and Torres Strait Islander staff
employed in academic and general staff roles by establishing a merit
appoint incentive.
Opportunity
Research and knowledge systems
Enrich the
research enterprise
Establish a partnership with Aboriginal communities, governments,
civil society, industry and other stakeholders to pursue
solutions‑focused research.
Capability/
opportunity
Showcase of
research effort
Establish and deliver an annual showcase of Aboriginal and Torres
Strait Islander research conducted and other developments at the
University of Sydney for key government, community, civil society and
industry interests.
Capability/
opportunity
Network of chairs Identify priority areas of scholarship in the Aboriginal and Torres Strait
Islander space that would benefit from the appointment of a chair and
the subsequent contribution and recruit to the chairs.
Capability/
opportunity
Senior research director Create the position of Senior Director, Aboriginal and Torres Strait
Islander Research and appoint an Aboriginal academic.
Capability/
opportunity
Research register Create and maintain a register of research specifically focused on
Aboriginal and Torres Strait Islander issues and research that has a high
potential to contribute to this area.
Capability
Knowledge hub Design and trial a knowledge hub that provides opt-in access to
community, civil society, industry and government stakeholders for the
outcomes of research and thinking at the University of Sydney.
Capabilities
Think tank Convene a ‘think tank’ of key researchers and stakeholders to review
research priorities and effort and to ensure the University optimises
its contribution of multidisciplinary research and its attention to
emerging areas.
Capability/
opportunity
Recognise the Koori Centre Recognise and capitalise on the Koori Centre’s contribution and re-
energise its operations as the foundational base for the National Centre
for Cultural Competence.
Capability
Invest in postgraduate
scholarships
Create a number of Aboriginal and Torres Strait Islander
postgraduate scholarships that support primarily, but not entirely,
research‑based study.
Capability
Setting foundations Establish a policy that commits the University to the respectful
exploration and treatment of Aboriginal knowledge that is consistent
with the best practices of scholarship.
Rights
Integrated scholarship Establish a taskforce, chaired by the Deputy Vice-Chancellor (Education)
to engage with Aboriginal and Torres Strait Islander communities to
construct an approach to and plan for the recognition of Aboriginal
knowledge in University research and teaching.
Capability
International partnerships Establish appropriate international partnerships that foster the
advancement of Indigenous education, research, engagement,
cultural heritage, knowledge and cultural expressions domestically
and internationally.
Opportunity

22
Society and leadership
Visiting thinkers Create a visiting thinkers program for selected international experts in
the Indigenous space and national experts in the Aboriginal and Torres
Strait Islander space.
Capability
Sydney sabbatical Create a program that provides the opportunity and encouragement for
Aboriginal and Torres Strait Islander staff in the community service sector
to take a sabbatical to engage in a course of study or research at the
University of Sydney.
Capability
Leading thinkers Create development opportunities for leading University thinkers to
further enhance their experience and insights into complex issues by
working with and in Aboriginal and Torres Strait Islander communities
and organisations.
Opportunity
Change is within our reach Develop a program of communication for the University community,
Aboriginal communities, government, industry and civil society which
demonstrates the art of the possible and dispels negative beliefs that
change in the Aboriginal and Torres Strait Islander space is too hard.
Rights
Service learning Develop two additional effective and focused service-learning initiatives
that build on the Broken Hill model in the Aboriginal and Torres Strait
Islander space and link Aboriginal community service and academic study.
Capability
Social inclusion Establish a chair of social inclusion to foster, conduct and promote
multidisciplinary research, teaching, public debate, and public policy that
seeks to create a ‘society for all’.
Rights
Partnership patrons Appoint from outside the University at least two partnership patrons
who encourage and model partnership building between staff and
student, the University and Aboriginal and broader community, civil
society, government and industry.
Opportunity
Indigenous international
collaborative
Establish an ongoing collaboration for Indigenous thinkers and leading
scholars from around the globe to explore issues of common interest,
contribute to a global academic community of interest in the Indigenous
space and expand opportunities for collaboration.
Rights
Centre for statistics Establish the National Centre for Aboriginal and Torres Strait Islander
Statistics where information about Aboriginal peoples will be safely
and securely curated and accessed. The centre will explore new data
development that will contribute to the advancement and wellbeing of
Aboriginal and Torres Strait Islander people.
Capability
Strategic incentives pool Establish an incentive pool that is applied to the implementation of the
strategy with at least 80 percent returned to faculties and professional
services units for agreed local implementation priorities
Rights
Demonstrate excellence Construct a program that recognises and rewards excellence in the
leadership of Aboriginal and Torres Strait Islander education, research
and community engagement across the University.
Opportunity
Reconciliation space Create a space designed to reflect Aboriginal and Torres Strait Islander
culture, managed by Aboriginal people, which will serve as a safe space
for discussion involving Aboriginal and Torres Strait Islander community,
students, staff thinkers, cultural leaders and others.
Rights
Commit to honest memory The University will monitor its efforts to implement the Integrated
Strategy and share its success and failures. It will ensure that failures and
successes are not forgotten by building an effective accessible corporate
memory of our efforts to improve Aboriginal and Torres Strait Islander
education, research and engagement.
Capability

Gender
More men studying Establish a defined element within student recruitment to focus on
engaging with and recruiting Aboriginal and Torres Strait Islander men to
undergraduate and postgraduate study.
Opportunity
Role and role models Establish an Aboriginal and Torres Strait men’s working group that will
advise and contribute to student and staff recruitment campaigns.
Opportunity
More men working Develop and pursue specific elements in our staff recruitment strategies
to address Aboriginal and Torres Strait Islander men.
Opportunity
Aboriginal gender research Allow for different gender specific considerations in efforts to construct
and pursue research partnerships with Aboriginal and Torres Strait
Islander communities and other stakeholders who bring greater
understanding in this area.
Capability
Merit subsidy Include specific provision that promotes the appointment of Aboriginal
and Torres Strait Islander women to senior roles.
Capability/
opportunity
Women in senior roles Establish and implement a professional senior development initiative for
Aboriginal women at Sydney.
Capability/
opportunity
Reducing barriers to work
and study
Create a project to explore, especially in the area of family responsibility,
the creation of additional services and initiatives in partnership with
Aboriginal organisations to provide work opportunities at Sydney.
Opportunity
More women Create specific scholarships for Aboriginal and Torres Strait Islander
women, which are structured to take account of the barriers to
education for women.
Capability/
opportunity
It’s men’s and women’s
business
Include in the Annual Report an analysis of the University’s
efforts to improve Aboriginal and Torres Strait Islander access and
outcomes in education, research and community engagement from a
gender perspective.
Rights
Child care and elderly care Develop and trial support programs that allow Aboriginal women
and men who are full-time or part-time care givers to participate in
further education.
Capability/
opportunity
Diversification The University will review the enrolment of Aboriginal and Torres Strait
Islander women and men in non-traditional courses and faculties and
develop strategies to ensure that any unnecessary hurdles are eliminated.
Rights

24
Infrastructure
Improved identification of
people and effort
Develop and implement strategies to encourage improved levels of self
identification of Aboriginal and Torres Strait Islander staff and students
and accurately record their Aboriginality in linked data management
arrangements. The strategy will include promoting Aboriginal and
Torres Strait Islander people’s pride, confidence and engagement in
university life.
Rights
Business intelligence model Design an Aboriginal and Torres Strait Islander business intelligence
model and include in the Strategic Information and Business Intelligence
(SIBI) project.
Capability
Aboriginal voices Collect information and report annually on the overall satisfaction of
Aboriginal and Torres Strait Islander women and men with university life
and the quality of the teaching and learning environment.
Capability
Pursue data linkage Establish a data linkage initiative to improve the functionality of the
Aboriginal identifiers in the University data systems.
Capability
Performance framework
and reporting
Establish and report against a performance and reporting framework in
relation to Aboriginal and Torres Strait Islander education, research and
community engagement.
Capability
Aboriginal and Torres Strait
Islander online
Develop a web portal for students and staff that provides easy internal
access to key services, data and information and initiatives, including
online access to appropriate staff development initiatives, virtual
networks and a clearinghouse.
Capability
University webpage Modify the homepage to reflect the University’s commitment
to Aboriginal and Torres Strait Islander education, research and
community engagement.
Capability
Flexible delivery Examine the opportunities that a flexible delivery system, support
structure and appropriate pedagogies might provide to help Aboriginal
and Torres Strait Islander students manage various demands and
challenges to accessing and completing higher education.
Opportunity
Design principles Develop a series of building design principles that reflect the University
of Sydney’s recognition of and vision for Aboriginal and Torres Strait
Islander participation in university life.
Rights
Public art Increase the number of Aboriginal and Torres Strait Islander public art
installations on our campuses.
Opportunity
Flagship gateway building Construct a National Centre for Cultural Competence that will assist
with embedding Aboriginal and Torres Strait Islander culture and
experience in pedagogy and epistemology and act as a friendship space.
Capability
Student accommodation Commit to providing access to suitable student accommodation for
Aboriginal and Torres Strait Islander students.
Opportunity

Community engagement
Engagement program The University will establish an Aboriginal and Torres Strait Islander
partners program to establish, promote, value add and monitor the
effectiveness of trust-building partnerships. This program will support
the University’s Aboriginal and Torres Strait Islander education, research
and engagement priorities and identify and market the quality, benefit
and potential of partnerships.
Rights
Social responsibility Develop and publish a social responsibility report every two years as a
record of contribution and as a device to promote discussion, reflection
and review about engagement and social responsibility.
Rights
Engagement framework The University will establish an engagement framework that will promote
and secure the importance of community engagement to the realisation
of the University’s vision.
Opportunity
Family, community
and organisation
The University will establish an intensive engagement strategy that
focuses on building relationships with Aboriginal and Torres Strait Islander
families, communities and organisations.
Opportunity
Industry sector dialogues The University of Sydney will establish a program of industry sector
dialogues that will identify the challenges and issues that the sectors
confront. It will also seek to identify ways that the University can
contribute, through its teaching, research and engagement capabilities.
Opportunity
Government sector
dialogues
The University will establish a series of ongoing government sector
dialogues in Aboriginal and Torres Strait Islander affairs and Indigenous
affairs internationally.
Opportunity
Civil society dialogues The University will establish a series of ongoing civil society sector
dialogues in Aboriginal and Torres Strait Islander affairs.
Opportunity
Alumni engagement The University will create an annual alumni event that focuses on
showcasing our contribution in the Aboriginal and Torres Strait Islander
space. We will engage alumni in our efforts through regular updates in
Sydney Alumni Magazine (SAM) and other events.
Opportunity

CRICOS 00026A
ABN 15 211 513 464
Produced by the University of Sydney, June 2012.
The University reserves the right to make alterations
to any information contained within this publication
without notice. 12/2819:4
Deputy Vice-Chancellor
(Indigenous Strategy and Services)
The Quadrangle A14
The University of Sydney
NSW 2006 Australia
Office hours are 9am to 5pm
T +61 2 9036 6181
F +61 2 9351 2915
E dvciss@sydney.edu.au
sydney.edu.au
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