Support for Students Policy

1. Purpose

1.1 The Support for Students Policy (the policy):

outlines the support structures available to assist students in the successful completion of their studies at UTS
meets the requirements under the Higher Education Support Act 2003 (Cwlth) (the Act), and
supports compliance with the Higher Education Standards Framework (Threshold Standards) 2021 and the National Code of Practice for Providers of Education and Training to Overseas Students 2018.

1.2 Students are encouraged to contact Ask UTS, speak to a staff member or refer to Current students or Support for up to date information on the supports available to them, including ways to improve their learning experience.

2. Scope

2.1 This policy applies to all staff, students and affiliates (references to staff include both staff and affiliates).

2.2 Participants undertaking short forms of learning are out of scope of this policy (refer Short Forms of Learning Policy).

3. Principles

3.1 UTS is committed to ensuring that current students are supported through their learning journey. UTS takes a holistic approach to supporting its students by monitoring each stage of a student’s academic progression.

3.2 UTS has rules, policies and procedures in place to provide guidance and help for students at the various stages of their studies. These include the Student Rules and the Student Rights and Responsibilities Policy. Refer also Policy A-Z and Policy by classification.

4. Policy statements

Structuring and resourcing for success

4.1 UTS acknowledges that the success of its students is supported by having appropriate course requirements, clear admissions standards and effective assessment strategies. These processes are outlined in the:

4.2 Section 10 of the Student Rules outlines UTS’s academic progression process and requirements for all students enrolled in undergraduate and graduate coursework courses. Section 11 addresses progression requirements for graduate research courses.

4.3 UTS reviews its resourcing allocated to the support (academic and non-academic) of UTS students as part of the annual budget review process to ensure it is adjusted to meet demand and respond to identified gaps.

4.4 UTS may engage third parties to provide support services to meet the requirements of the Act. Any third-party engagement must be approved in line with the normal contract requirements and the Delegations.

Support for commencing students

4.5 UTS regularly updates its student support services and communicates these to all students and staff via multiple communication channels, including at Current students and Support.

4.6 Commencing students are provided with clear guidance on how to prepare for, and what to expect from, their first weeks at UTS. This includes in-person events and activities, a step by step guide to getting started at UTS, a personalised orientation program on registering and other resources to support university preparation and decision-making (refer Orientation).

4.7 The First Year Success Program (coordinated by the Centre for Social Justice and Inclusion) provides tailored transition support for first-year students coming from a number of equity programs.

Recognising student agency

4.8 Students are often best placed to identify whether there are issues that might negatively impact their academic success. Students are provided with information and guidance at orientation and throughout the year and encouraged to:

be mindful of the census date (after which students incur academic and financial obligations for the subjects in which they are enrolled (refer Understanding the census date))
contact their faculty, the Student Centre, the International Student Centre, the Counselling service or the Accessibility Service to get advice and information about the available options before census date
take action themselves to avail of the recommended support options, or make a decision on how to progress with or withdraw from study to avoid financial penalties, and
seek advice and support when they encounter circumstances beyond their control after the census date.

4.9 In line with the Student Rules and the Student Rights and Responsibilities Policy, students are responsible for:

their own learning
making decisions about their learning journey, and
understanding the requirements of their subjects (as provided in the subject outlines) and their overall course (refer UTS Handbook).

4.10 Students are able to provide feedback to UTS via the Student Feedback Survey (refer Feedback Survey Policy). This provides the opportunity to identify possible areas of improvement. The survey includes questions related to their course and relevant supports provided as part of a subject.

Understanding the census date

4.11 In line with the Higher Education Support Act 2003 (Cwlth), every subject at UTS has its own census date based on the session in which it is taught (refer Census date for deadlines).

4.12 Students are informed on both the census date and the last day to enrol (refer Last day to enrol) so they:

understand the final date by which they can withdraw from a subject without incurring academic penalty or financial liability, and
may seek support and make decisions about their academic choices in advance of this date.

4.13 Students who are unsure of their subject choice, or feel that academic or non-academic factors may negatively impact their studies are encouraged to speak to their Student Centre, the International Student Centre or UTS Student Services as soon as possible, ideally before the last day to enrol or by the census date, for advice and information about available options (refer Enrolling in subjects).

Priority for successful completion of studies

4.14 To meet the requirements of the Threshold Standards, UTS regularly records, monitors and analyses student performance data to identify academic risk factors.

4.15 Early intervention plays a vital role for students that are at risk of not successfully completing their studies. UTS has, and continues to develop, processes and systems that:

identify early indicators of success (for example, class participation, access to learning materials, submission of and performance in first (pre-census) assessments), and
improve early intervention strategies, including predictive modelling (to identify likelihood of pre-census attrition), and personalised communications for students at risk.

4.16 To identify students that are at risk of not successfully completing their studies, UTS:

supports staff in identifying students with low levels of participation or engagement or other academic risk factors (for example, lack of attendance, lack of engagement with prescribed work or information or poor classroom contribution
supports and works with students who proactively approach UTS for help and/or support, and
ensures ongoing communication with students who have, in the past, failed to successfully complete a subject or subjects to pre-empt any ongoing issues).

4.17 Each faculty has designated academic assistance roles to support and guide students through their academic journey (refer Course and subject advice). Students who are disengaged, falling behind or otherwise at risk of not successfully completing their study are provided with the appropriate academic and non-academic supports that address the relevant risk factors.

4.18 In line with the English Language Policy, students are assessed for English language proficiency and provided with appropriate support.

4.19 Where students demonstrate behavioural issues, academic staff may encourage the student to use academic and non-academic supports at UTS. In addition, academic staff may also seek support from:

faculty academic assistance roles (refer Course and subject advice), and/or
the Concerning Behaviour Intervention Team (refer Concerning Behaviour Intervention Policy).

Academic support services

4.20 UTS provides a range of academic support services (refer Current students and Support) including, but not limited to:

academic learning support (via HELPS)
accessibility support (refer Accessibility Service)
guidance on academic integrity (refer Academic integrity, Academic caution workshops and the Academic Integrity Policy)
guidance on avoiding plagiarism (refer Avoiding plagiarism)
referencing skills (refer UTS Library: Referencing and HELPS)
learning assistance and tutoring for Indigenous students (refer Jumbunna)
English language skills (refer English Language Policy, HELPS and UTS Library: Academic English)
study help and advice, study skills workshops and services, designated academic assistance roles and advice on using Canvas (refer Course and subject advice and Study skills)
exam workshops (refer Assignments and exams)
help with research, assignments, borrowing and other learning tools from the UTS Library (refer UTS Library: Services for students)
research skills (refer UTS Library: Services for researchers, HELPS and Jumbunna)
speaking and presentation skills (refer HELPS and Jumbunna)
writing skills (refer HELPS, Jumbunna and AcaWriter)
maths skills to help students transition from high school maths to university studies (refer Mathematics and Science Study Centre (MSSC))
peer led services including study groups (refer Student Learning Hub)
programs to assist students undertaking subjects perceived as difficult and/or with a high failure rate (refer U:Pass)
tutoring services (refer UTS Students' Association: Peer tutoring and the Indigenous Tutorial Assistance Scheme).

4.21 Staff and students should also refer to the Student Rules which outline academic management strategies to address support requirements that may arise during the student lifecycle, including special consideration and reviewing results.

4.22 Graduate research students are provided with supervisory support in line with the Graduate Research and Supervision Policy. Additional specific support services are provided by the Graduate Research School, including but not limited to support on candidature management, thesis preparation and submission, theses examination, additional funding arrangements, scholarships and leaves of absence (refer Support for your research).

Non-academic support services

4.23 UTS recognises the impact a student’s lived experience can have on their learning journey. UTS will provide students with access to appropriate non-academic support services (refer Support), including, but not limited to:

accessibility support and reasonable adjustments for students with a disability, accessibility requirements and/or additional learning support needs (refer Accessibility and Inclusion Policy, Accessibility Service, Rule 8.2 and Rule 8.3)
counsellors, self-help, general practitioners (refer Counselling service)
financial assistance, including scholarships (refer Financial assistance service)
physical health services (refer Health service)
mitigation of psychosocial hazards (refer Health, Safety and Wellbeing Policy)
support for students who are parents or carers (Rule 8.2.3 and A guide to support UTS students who are carers or parents (available at Centre for Social Justice and Inclusion: Diversity and inclusion))
free legal advice (refer Student Legal Service), and
housing assistance (refer UTS Housing Service and Jumbunna Accommodation Scholarship).

4.24 Students who have experienced sexual harm are strongly encouraged to report any incidents in line with the Sexual Harm Prevention and Response Policy to ensure UTS can respond and provide support.

4.25 Students have the freedom to participate in student clubs, societies and associations (refer Student Rights and Responsibilities Policy). In addition, students will also have access to various support and advocacy groups (refer Support groups and advocacy) and a multi-faith chaplaincy service (refer Multi-Faith chaplaincy).

4.26 UTS has identified key success indicators to support and further advance academic participation and success for Indigenous students (refer Indigenous Policy and Indigenous Education and Research Strategy). The Jumbunna Institute for Indigenous Education and Research coordinates the implementation of these key success indicators and provides advice, guidance and training to staff and students to support an inclusive educational experience for Indigenous students at UTS.

Campus safety

4.27 Campus safety is managed in line with the Campus Policy and the Surveillance Policy. In the event of a critical incident occurring at UTS, the health, safety and security of the UTS community is supported via the Critical Incident Response Policy.

4.28 Students are provided with information on what to do in case of an accident, illness or emergency (refer Accident or illness). This includes information on where to report any incident on campus. The Security and Emergency Management team have a visible presence on campus.

4.29 Urgent help is also available at any time. Students are encouraged to add the freecall number to their mobile phone contacts list to ensure immediate access in case of an emergency (refer Urgent help and emergency response).

Reporting

4.30 This policy is informed by, and will be reviewed annually against, the Higher Education Provider Guidelines 2023.

4.31 UTS reports on compliance with this policy to the government annually in line with the Higher Education Support Act 2003 (Cwlth) as required by the Higher Education Provider Guidelines.

Records management

4.32 Staff involved in identifying, communicating with and supporting students must ensure that records are managed in line with the Records Management Policy and the Privacy Policy. Information will be accessible on an as-needed basis to provide the appropriate support, and/or as required by law.

Complaints

4.33 Students may at any time, make a complaint to UTS in line with the Student Complaints Policy, which includes the option for students to seek a review or appeal via the New South Wales Ombudsman.

4.34 Where a complaint pertains to the efficacy of support services or support interventions that are designed to mitigate psychosocial hazards, these will be provided to the UTS Health, Safety and Wellbeing Advisory Committee as part of UTS’s obligations under the Work Health and Safety Regulation 2017 (NSW) (refer Health, Safety and Wellbeing Policy).

4.35 UTS will use data from the complaints processes to continually review and improve its student support mechanisms. This will form part of the annual review (refer Reporting).

Policy breaches

4.36 Breaches of this policy by staff are managed as a breach of the Code of Conduct. Breaches of this policy by students are managed in line with section 16, Student Rules.

5. Roles and responsibilities

5.1 Policy owner: The Deputy Vice-Chancellor (Education and Students) has overall accountability for enforcement and compliance of this policy, ensuring that the policy’s principles and statements are observed. The Deputy Vice-Chancellor (Education and Students) is also responsible for the approval of any associated university level procedures, online content and guidelines and for submitting the annual report in line with the Higher Education Provider Guidelines.

5.2 Policy contact: The Pro Vice-Chancellor (Education) works with the Deputy Vice-Chancellor (Education and Students) to coordinate strategies that support student success at UTS.

5.3 Implementation and governance roles:

Academic, professional and faculty staff play a vital role in the support of students.

Deans and directors take collective responsibility for the day-to-day implementation and administration of this and other student-focused policies at a faculty and unit level.

6. Definitions

The following definitions apply for this policy and all associated procedures. These are in addition to the definitions outlined in Schedule 1, Student Rules. Definitions in the singular also include the plural meaning of the word.

Academic risk factor means any situation that may impact a student’s likelihood of meeting the progression requirements in a subject. Academic risk factors include but are not limited to previous failure of a subject in a course of study, low levels of engagement (including but not limited to poor attendance, late submissions, non-completion of administrative tasks, history of not meeting attendance or progression requirements).

Carer means an individual who provides ongoing, unpaid support to a family member, neighbour or friend who needs help because of disability, terminal illness, chronic illness, mental illness and/or are frail and ageing. A person is not a carer if they care for a person as a paid employee, a volunteer or as part of education or training.

Census date is defined in Schedule 1, Student Rules.

Psychosocial hazard is defined in the Health, Safety and Wellbeing Policy.

Subject description is defined in the Subject Descriptions and Subject Outlines Policy.

Subject outline is defined in the Subject Descriptions and Subject Outlines Policy.

Approval information

Policy contact	Pro Vice-Chancellor (Education)
Approval authority	Vice-Chancellor
Review date	Annually in line with the Higher Education Support Provider Amendment (Support for Students Policy) Guidelines 2023
File number	UR23/1794
Superseded documents	None