Melinda Chadwick

Effective communication stands as the cornerstone of a successful Equity, Diversity, and Inclusion (EDI) policy, running like a thread through all levels of an organisation. In her role as Head of Engagement, Inclusion, and Belonging at Sydney’s Macquarie University, Melinda Chadwick has been responsible for overseeing her institution’s efforts to create a learning community which is welcoming and inclusive for all. 

Luke James, Co-Host of The Interview, sat down with Melinda to discuss some of the most pressing issues facing Australian higher education today, from the challenge of fighting harassment on campus to the impact of the pandemic on a whole generation of students.

Melinda's Journey

‍Luke: Can we start with a quick introduction to yourself and your institution?

I’m the Head of Engagement, Inclusion, and Belonging at Macquarie University in Sydney, Australia. Our institution was founded 59 years ago and has built a reputation for innovation and challenging the status quo. Our students are at the heart of everything we do here.

Luke: I’d like to know more about your journey. How did you arrive in your current role?

Moving into higher education was a big change for me. I came from a legal background, but I was drawn to education for the opportunity to make a difference in people’s lives. I started my career at Macquarie University in the contact centre, dealing with everything from admission through to graduation. From there, I progressed through a number of roles over the next nine years, learning about engagement, project management, operations, and policy. So, when I assumed my current position, I already had a well-rounded understanding of the institution.

Luke: What are the key things to get right when trying to establish a sense of inclusion and belonging across an entire organisation?

It’s about putting the student voice at the forefront of everything. You need to be open to change and rethink the ideas that don’t land. Our student body has changed drastically over the last nine years, especially after the pandemic. Students have a lot going on in their lives, from families to careers, so we need to think more carefully about the entire student experience. It’s our responsibility to make sure students don’t feel like an “other.” 

Luke: The pandemic was a difficult time for students, and it brought lots of changes to the sector. What differences have you noticed in the students who have returned after Covid? 

Many of our new students sat their high school exams in isolation and had less experience with things like presentations. Lots of students felt a sense of social anxiety. So, we aimed to provide an onboarding experience which gave them a soft landing. You don’t want to bombard new students with everything at once; we want them to know that it’s okay to take their time and take on new challenges one step at a time. 

Luke: Students have a lot of demands on their time, and different parts of the institution are always vying for their attention. How do you cut through the noise to make sure the key messages get through?  

It’s important to have a coordinated approach across the university. Part of that is being clear about the academic calendar and aligning it with the things which really matter to students. We’ve also extended our orientation period from one week to four, so we have more time to embed those key messages and values. Finally, it’s crucial to understand students on an individual level, providing them with personalised support so that they can access the resources they need. 

Luke: Safety and anti-harassment are key priorities for many students. What measures have you put in place to promote a safe and inclusive learning environment?

Over the last few years, there’s been a lot of discussion of this issue in Australia. For example, projects such as the National Student Safety Survey have allowed us to better understand the scale of the problems faced by students. We also understand that safety isn’t just physical, and we’ve implemented a calendar of events focusing on issues such as online safety, sexual health, and mental wellness. Another thing we’re promoting is scam awareness; there are a lot of scams out there that target students, especially those with international backgrounds. We’re trying to embed all of these safety discussions in a way that is approachable for all students, regardless of their backgrounds. Our university has an online platform which provides mandatory training for consent and respectful relationships, and we also partner with community institutions such as health clinics, family planning centres, and the police to provide support. For the last two years, we’ve also celebrated SEXtember, a month-long event about sexual health and wellness. That’s quite a light-hearted event, and it’s all held in the courtyard, so that really helps to break down stigma and make people feel empowered to speak up. 

Luke: What’s the key to creating a consistent approach to EDI topics across the whole institution?

A few years ago, we went through a restructuring which streamlined our processes and broke down a lot of barriers. We hold regular meetings between different departments to define our priorities and figure out a coordinated approach. As an institution, we have developed an operating plan which has “students first” as its core tenet. It’s crucial to maintain open communication: you won’t get it right at first, but you need to keep chipping away at it.

Luke: Universities are always evolving, but they can still be resistant to change. What’s the best way to introduce new ideas and approaches?

Two words: pilot schemes! Change can be scary, so it’s easier to introduce something as a pilot rather than a permanent measure. One of our most powerful tools is the student voice. As part of their degree, our students have a professional and community engagement component, and they’ve worked with us on projects such as SEXtember and international student communication plans. They do a lot of excellent work — qualitative research, benchmark analysis, and so on — to demonstrate what students want and how we can provide it. 

Luke: What’s the best piece of advice you’ve ever received in your career?

If you put the students first, then you can be confident in what you’re doing. Make sure you approach your work with good intent. If it doesn’t land, then it’s not the end of the world; you can still feel assured that you’ve done the right thing.