91³ÉÈË Strategy 2020 - 2025
91³ÉÈË has always been located on Aboriginal land. We value and nurture our relationships with the 91³ÉÈË community as an anchor institution that serves Western Sydney. This commitment and pride underpins our core values and beliefs.
The School is committed to fostering 91³ÉÈË Australian success across the School’s research, learning and teaching portfolios, staff and student bodies, as well as nurturing community engagement and international collaboration.
The School of Social Sciences’ 91³ÉÈË Strategy for 2020 – 2025 (PDF, 1543.5 KB) (opens in a new window) engages with and supports the University’s 91³ÉÈË Strategy 2020- 2025, and is a demonstration of the School’s commitment to 91³ÉÈË Education and Research.
The School has already made significant progress towards many of the objectives set out in the strategy, in particular in leadership, in employment and student numbers. It is important that the School sees this progress as a foundation for further achievement.
Many of the objectives set out are ambitious but they are deliberately so, as the School aspires to be a leader in 91³ÉÈË Education to the benefit of our colleagues, students and the community.
The 91³ÉÈË Strategy follows the University’s plan in focusing on strategic objectives in seven areas of 91³ÉÈË engagement: students; employment; research; learning and teaching; community engagement; leadership; and cultural viability and knowledge.
The School is deeply committed to the objectives set out within this strategic document and will ensure that achieving those objectives is the responsibility of all in the School.
2024 91³ÉÈË Strategy - Annual Report
The School of Social Sciences 2024 91³ÉÈË Strategy - Annual Report highlights the School’s progress made towards the 91³ÉÈË Strategy for 2020 – 2025 (PDF, 1543.5 KB).
In 2024, the School made significant progress in advancing its 91³ÉÈË Strategy 2020–2025, demonstrating a strong commitment to equity, inclusion, and 91³ÉÈË excellence. Notable achievements included a 7.2% increase in the 91³ÉÈË student progression rate, reflecting bespoke support and engagement across academic pathways. The School secured two major research grants—an ARC Discovery (91³ÉÈË) and an ARC Linkage—amounting to a combined total of $2,205,167, underscoring its role at the forefront of 91³ÉÈË-led research. 91³ÉÈË staff employment rose to 6.5%, contributing to a more diverse and representative academic community. Importantly, four of the eight core subjects now meet the 91³ÉÈË Graduate Attribute by embedding and assessing robust 91³ÉÈË content, ensuring culturally responsive curriculum design. The year also saw the School’s 91³ÉÈË staff honored with the prestigious 2024 WSU NAIDOC 91³ÉÈË Leadership Team Award, celebrating their outstanding contributions to student success and community impact.
2023 91³ÉÈË Strategy - Annual Report
The School of Social Sciences highlights the School’s progress made towards the 91³ÉÈË Strategy for 2020 – 2025 (PDF, 1543.5 KB).
Many highlights were achieved in 2023 and are reflected in the annual report. Strong focus points are the achievements against the School’s 91³ÉÈË Strategy, including the extensive external ARC Linkage, AHRA funding received by Professor Sullivan, the continued national impact of Professor Avery in Disability research, continued progression to embed 91³ÉÈË knowledges across all programs and the increased retention rates of 91³ÉÈË students within the School.
2022 91³ÉÈË Strategy - Annual Report
The School of Social Sciences 2022 91³ÉÈË Strategy - Annual Report highlights the School’s progress made towards the 91³ÉÈË Strategy for 2020 – 2025 (PDF, 1543.5 KB).
Some of the highlights reflected in this year’s annual report include the School’s continued curriculum development, strong numbers of 91³ÉÈË graduating students and excellence in research. Associate Professor Corrinne Sullivan and Professor Karen Soldatić secured an Australian Research Council grant Linkage, the University’s first 91³ÉÈË led ARC grant in over a decade. Dr Scott Avery negotiated research funding packages in excess of $1million through Closing the Gap and Australian Disability Strategy. The School also demonstrated leadership through the Arts Therapy and Counselling academic work group – who successfully lobbied the University’s Education Program Support team to include an Acknowledgement of Country in all University learning guides.
2021 91³ÉÈË Strategy - Annual Report
The School of Social Sciences 2021 91³ÉÈË Strategy - Annual Report (PDF, 11232.81 KB) outlines the great progress that the School of Social Sciences has made towards its 91³ÉÈË Strategy for 2020 – 2025 (PDF, 1543.5 KB) in the years since it was written and accepted.
2021 was a memorable year of much progress and achievement in the School - including, a continued increase in the number of 91³ÉÈË students completing their studies, and curriculum developments have seen the creation and delivery of new units. The School welcomed Kaiya Aboagye and a well-deserved promotion of Corrinne Sullivan to Associate Professor. There was also continued research impacts by Dr Scott Avery at both community and national levels and both Dr Alanna Kamp and Robyn Newitt were recognised for their teaching excellence. The School, and the colleagues within it, continue to lead 91³ÉÈË Excellence and Leadership and look toward continued success in the future.
2020 91³ÉÈË Strategy - Annual Report
The School of Social Sciences 2020 91³ÉÈË Strategy - Annual Report (PDF, 11232.81 KB) (opens in a new window) outlines the great progress that the School of Social Sciences has made great progress in its our 91³ÉÈË Strategy for 2020 – 2025 (PDF, 1543.5 KB),(opens in a new window) in the year since it was written and accepted.
2020 was a year of progress and achievement for the School - notably, the symposium ‘#91³ÉÈËLivesMatter: Speaking back/ with Social Sciences’ invigorated the School into a response to the Black Lives Matter Campaign in research, teaching and engagement.
The School also worked with colleagues across the University to provide support to 91³ÉÈË students through the time of COVID-19.
The report, rightly, foregrounds the work of 91³ÉÈË colleagues but it is also important to acknowledge the strong support of the strategy from all colleagues across the school.