Victoria University of
Wellington
Safe and
Healthy
Community
Framework
2014
Victoria University – A Safe and Healthy Community
1. Purpose
Victoria is committed to providing a safe and healthy environment for staff, students, contractors
and visitors. The issues falling within the ambit of a Safe and Healthy Community Framework are
workplace health and safety, staff and student wellness and all student health and safety issues.
This Safe and Healthy Community Framework articulates the University’s goals and key
improvement areas for the next three year period.
2. Background
This document aims to provide an overarching framework to guide how Victoria University can
understand and improve the safety, health and wellbeing of our community.
The framework was developed by a Safe and Healthy Campus Oversight Group in conjunction with
the wider university community. Appendix A details wider planning context and Appendix B shows
the role of the Oversight Group and the scope of activities.
The Oversight group has also been assessing how Victoria University could further develop its
health and wellbeing practices to support staff and students, to implement new procedures and
policies where necessary, and to measure the effectiveness of safety and wellbeing practices across
the Victoria Community.
The improvement strategy focuses on three key areas: Positive Community Behaviour, Emergency
Management and Mental Health and Wellbeing. These key focus areas have been chosen as a result
of three threads of work encompassing staff wellbeing, the health and wellbeing of students and
campus safety and risk. These threads of work in conjunction with feedback from different groups
from around the university have informed us on what Victoria is doing well and identified areas
where we could take action to help improve the general safety and wellbeing of the Victoria
community.
Each key focus area has corresponding short term objectives and longer term goals. This will ensure
that the key focus areas receive concentrated and ongoing attention with measureable outcomes
to ensure a programme of continuous improvement in the wellbeing and safety of staff and
students.
Strategic Context
The University’s strategic context and legislative health and safety requirements have driven the
need for and the content of the Strategy The Strategic Plan (2009 – 2014) and aligned strategies
such as the Student Experience Strategy, Equity & Diversity Strategy, and Capability Strategy/ Te
Rautaki Kaiakia help support its leadership position, and the values that need to be supported by
this strategy.
Strategic Plan 2009-14
Student Experience Goal
“Engage students as active and lifelong members of an inclusive and supportive community of
higher learning through an outstanding academic, social and cultural experience that equips
them to make a significant contribution to local national and international communities.”
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Capability Strategy/ Te Rautaki Kaiakia
Objective 1.6
“Continue to create a safe and positive working environment for staff, support environmental
sustainability at the University, and ensure effective risk management initiatives are
implemented.”
Student Experience Strategy
Objective 2:
“Provide services to students that are: integrated, empowering, responsive, and focused on
supporting academic success. “
Objective 3.3:
“Provide a safe and sustainable campus and facilities for students that are cost effective and
recognise the needs of a diverse student community.”
3. Principles
The key principles cover:

Reduction

Readiness

Response

Recovery
Every member of our community is encouraged to take responsibility for their own wellbeing and
the wellbeing of others. Victoria University also recognises that in order to encourage and promote
such an attitude, it must take a position of leadership and provide students, staff, contractors and
visitors with the strategies, tools and support needed to foster a healthy and safe environment.
Robust risk management is encouraged at all levels of the organisation, with staff trained in risk
identification and mitigation thinking. Processes have been embedded across the University to
ensure that this approach is sustainably maintained and reviewed.
A strategy of prevention is applied wherever
possible, using research, education, policy,
partnerships, promotion or other mitigation
measures to reduce or eliminate risks in all
areas that can contribute to a safer and
healthier environment for our community.
Well tested response regimes are in place for
medical and counselling assistance, workplace
safety, emergency management and antisocial behaviour issues. In addition, recovery
and review processes support long term
safety and wellness across the university’s
operations, with a continuing emphasis on
learning and improvement.
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4. Data and
research informing
decision making
1. Plans, policies
and practices
3. Individual
knowledge and
responsibility for
safetly & health
promotion
2. Social,
organisational and
physcial
environment
4. Priorities
The strategy is centred on two main areas, these are safety and health. A review and
alignment of policies, strategies, frameworks, plans and procedures across the University
(see Appendix 1, p.8) has helped identify priorities that support the principles of reduction,
readiness, response and recovery. Figure 2 articulates the current priorities for focus.
Figure 2: Safe and Healthy Community Priorities 2014-2017
Figure 1: Safe and Healthy Strategy
Strategic Goals 2014-2017
Strategic Goals
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5. Definitions
Safety
Safety refers to the physical safety of staff, students, visitors and contractors as well as
psychological and cultural safety1. The University aims to provide a physically safe
environment for our community as well as an environment where everyone on campus feels
safe from harassment, aggression and discrimination in all forms.
Health and Wellbeing
Health is described by WHO as a state of complete physical, mental and social well-being
and not merely the absence of disease or infirmity2. Good health is also referred to as
wellness.
Holistic wellbeing is an improved quality of life resulting from enhanced physical, mental,
emotional spiritual and environmental health. The definition of Hauora includes Taha
Tinana (physical well-being), Taha Hinengaro (mental and emotional wellbeing), Taha
Whanau (social well-being) and Taha Wairua (spiritual well-being).
In the university context, the recognition of holistic well-being has always been an integral
part of university life. It is understood that well-being is connected to relationships
(including self-esteem), personal values and a purpose in life.
6. Goals 2014-2017
In targeting the personal safety and health of the Victoria community, this Safe and Healthy
Community Framework reflects a continual improvement approach with goals focused in
four areas:
1. Plans and Policies
2. Social, organisational and physical environment and services
3. Individual knowledge and responsibility
4. Data and research to ensure evidence based decision making
The overarching goals and key delivery areas are as follows:
1. To integrate a commitment to and vision of a safe and healthy university
community within the University’s policies, plans and practices.
 Relevant policies and plans are reviewed to ensure congruence with this strategy
 A university-wide group meets regularly to review safe and healthy university
initiatives and to agree new initiatives and needs, including a shift in priority
focus where needed.
 Committees which have terms of reference which support this strategy are
reviewed regularly to ensure they remain relevant and effective.
1
2
Cultural Safety Definition can be viewed in Appendix 1
WHO definition of Health http://www.who.int/about/definition/en/print.html
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2. To develop a social, organisational and physical environment, which promotes
safety, wellness (good health) and holistic well-being;
 Faculties, student services, halls of residence, facilities management, campus
operations, Human Resources, chaplaincies and student representative bodies
work collaboratively to provide relevant and supportive programmes and
facilities for students and staff, which include:
 Specialist staff and student support services are available for members of the
university community.
 Student and staff workloads are regularly assessed to ensure a safe
study/work/life balance.
 Students and staff feel easily able to ask for help when any issue affecting their
safety or personal wellbeing needs addressing.
 Key staff are able to identify students and staff at risk, and put in place
processes to address the issues at hand. At risk refers to behaviours which
reflect mental ill health, cultural stress, physical strain, and emotional distress.
 Staff apply standard protocols and processes in all cases and ensure codes of
practice are met.
 Follow up systems for incidents are robust and recovery strategies are in place.
 Students are supported in the social and academic transition to university life.
 Students have the opportunity to participate widely in campus life.
 Staff and students participate in physical activity.
 The holistic well-being of staff and students is promoted in a planned manner.
 A safe, accessible, welcoming, attractive and comfortable physical environment
exists.
 All hazards are appropriately identified and managed.
 Emergency management and business continuity plans are in place.
3. To increase individual understanding and knowledge of, and commitment to,
health promotion and risk management.
 Risk management is seen as integral to all planning processes.
 Students and staff are provided with opportunities to increase their level of
mental health awareness and to develop strategies to increase their levels of
personal resilience and healthy lifestyle balance.
 All staff demonstrate knowledge of and support for safety, health and wellness.
 Students and staff manage their own health and safety effectively, are aware of
physical and mental health promotion issues and of appropriate Victoria health
policies, procedures and support mechanisms.
 Victoria ensures there is training and access to resources which support this
strategy.
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4. To improve the level and quality of information on the health needs of the
University community and ensure best practice is underpinned by evidence based
research particularly on the unique features of our own Victoria community.

Data is collected that forms the basis of prioritizing actions and strategies.

Research into the design and evaluation of safety strategies and health
promotion initiatives continues and best practice findings are disseminated to
all involved.

Local research is conducted into the health and safety perceptions and
status of our staff and student population and this information is used to
inform future healthy campus activities.3
7. Monitoring and Targets
The Healthy University Oversight Group has responsibility for monitoring activities and
outcomes across the University which may impact of health and safety issues. It has
prepared a quality assurance summary document which is attached as Appendix C.
For the planning period 2014-17 it has identified measures for the three target areas:
Emergency Management, Promoting Positive Community Behaviours and Mental Health
and Wellbeing, for 2014-2017.
The Safe and Healthy Campus Oversight Group is responsible for developing an annual
action plan to prioritise achievable actions. Progress in the priority area targets and
measures will be reported annually to the Student Experience Committee and the Senior
Leadership Team.
Table 1: Priority area Targets and Measures
Emergency Management:
Target
 Increased awareness of emergency
management procedures through promotion
 Robust Emergency Response and Business
Continuity Plans in place
 Development and implementation of an
Student Risk Management Guideline to
ensure that incidents involving students are
managed appropriately
Positive Community Behaviours
Target
 Increase in the safety of pathways around
campus
 On-going reduction of the harm associated
with binge drinking
3
Student Experience Strategy 2011-2014
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Measures
 Measure in staff survey
 Measure in student survey
 % sighted by CSRM
 Completed and implemented by 30 June
2014
Measures
 Student survey rating
 Pathway Safety Incident count
 The outcomes of the Tertiary Health
Survey (undertaken by Kyp Kypri)
indicate a reduction in alcohol-related
 Continued focus on the early warning system
to identify people at risk of causing harm to
members of our community
Wellbeing and Mental Health
Target
 Promoting a culture of healthy
relationships




An increase in staff participation in Mental
Health Awareness training to 10% per year
A focus on resilience education,
sustainable work life balance practices
and wellbeing promotion for students and
staff
Continuing to ensure that staff and
students with mental health distress
receive timely professional support and
that getting this support continues to be
de-stigmatised.
Implementation of a staff wellness plan
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harm FOR Victoria respondents
 RAAC operating
 Ratio of number of cases referred to
cases successfully closed







Measures
Number of primary prevention
workshops and seminars
Publications
Staff participation data
Student Survey Health responses
No. of promotions completed annually
Publications and online tools being
implemented
Utilisation figures
 Student services profile of referral
 Response times from referral to
resolution
 No of serious incidents rerecorded
 Plan in place and reported on
Appendix A - Health and Safety Framework linkages
Guideline/Pl
an
Procedure/S
OP
Framework
Policy
Strategic
Vision
Reduction, Readiness, Response, Recovery
Safety
Safety in Diversity
Staff and student activities
Emergency Management
Campus hazard registers
Threat Management
Theft, graffiti, crime
Assault
Anti-social behaviour
Health and Wellbeing
Alcohol and Drugs
Illness
Mental Health
Wellbeing
Stress
Self-harm/suicide
Strategic Vision
Strategic Plan
Student Experience Strategy
Equity and Diversity Strategy
Capability Strategy
Statute/Policy
Treaty of Waitangi Statute
Student and Staff Conduct Statutes
Risk Management Policy
Health and Safety Policy
Responding to Suicidal Behaviour by Students
Frameworks/Strategies
Safe and Healthy Community Framework
Just Doing Our Job
Health and Safety Framework
Wellness Framework (in draft)
Plans
Victoria Business Continuity Plan
Strategic Asset Management Plan
VUW Emergency Management and Response Plan
Pandemic Response Plan
Unit annual plans - Risk Register, H&S, BCP, ERP
Procedures/Action Guidelines/Templates
Student Risk Management Guideline - draft
Risk Assessment and Advisory Committee Terms of Reference
Hall Managers Manual and wider procedures
Critical Incident Immediate Response Guideline
Responding to a Sudden Death Procedure
Incident and Accident Investigation Procedure
Annual Health Promotion and Prevention
education plan
Victoria Health and Safety Committee ToR
Counselling Service Objectives
IMT Emergency Response Procedures
Management of Alcohol on Campus Procedure
Emergency Management SOPs
Mental Health Promotion Overview
Hazard registers
Staff Support Team – First Response Guidelines
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Appendix B - Health and Safety Oversight Group Scope
Council
Audit & Risk Committee
Vice Chancellor
Student Well-being
Coordination Group
Senior Leadership Team
 Objectives
 Reporting
 QA
Health and Safety
Committee (and
subcommittees)
Student Experience
Group
Safe and Healthy Community
Oversight Group (SHCOG)
Advisory Committee
Student Services Levy
VUWSA
Student Risk Assessment
and Advisory Committee
Director Campus Services
Director Student Academic Services
Director Human Resources
Director Communications and Marketing
University Legal Counsel
Internal Audit and Risk Manager
Staff Support Group
Safe and Healthy Community Oversight Group
Safe and Healthy Community
Delivery Areas
Composition of committee






Director, Campus Services;
Director, Student Academic Services;
Director, Communications and Marketing;
University Legal Counsel, and
Risk and Audit Manager
General Manager, HR




SHCOG Terms of Reference
1.
Oversee development and implementation of “Safe and Healthy Community
Framework” which will be an integrated VUW document covering staff and
students in respect of:
i.
ii.
iii.
iv.
2.
Risk mitigation;
Legislative compliance;
Wellbeing, and
Related incident response
Monitor and evaluate effectiveness of Framework based on:
i. Programme implementation
ii. KPI data
iii. Incident reports/rates
iv. Staff and student feedback
3.
Review and redevelop Framework
4.
Liaise/maintain relationships with relevant University committees and
coordinating groups to ensure integrated communication and assessment of data
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







Workplace Health and Safety
HR Occupational Nurse
Security
Risk management, Emergency
management and business
continuity planning
Faculty Health and Safety
systems
Faculty student and staff support
services
Student Health
Student Counselling
Student Interest and Disputes
Advice
Student support services
Halls of Residence
VUWSA
Appendix C – Quality Assurance Summary
Area
Objective
Ist line
e.g. daily line management,
supervising
2nd line
e.g. reviews,
reporting
General occupational hazards
e.g. lifting, workstations
Line management, lab technicians
Campus Operations (Health and
Safety unit, Security unit support
to managers)
Emergencies (shooter,
earthquake, fire, pandemic)
Emergency Management support
unit
Security team
ER plans – schools, faculties, CSUs
Unit management
reviews and risk
reporting - reviewed
by Campus Safety and
Risk Manager
Risks
3rd Line
e.g. Internal Audit, ACC
H&S audits
Health and Safety
Occupational
safety (HSE Act)
To ensure
that staff,
students,
visitors and
contractors
are
protected
from harm
Academic on campus activities
(Chemicals, mice – animal bites)
Academic off campus activities
(Diving, geology)
Physical campus (slip hazards,
seismic, steps, vehicles, noise,
paths)
H&S plans schools, faculties etc
Cultural safety
Workplace stress
Harassment and discrimination
HR Policies
Occupational Nurse
Anti-social behaviour of staff
and students (violence, alcohol)
See below
H&S plans schools, faculties etc
H&S plans - Central Services
Units, schools, faculties etc
FM and DTZ inspections, hazard
reporting
University Pandemic
Committee
Facilities Management
reviews
Staff/student Health
and Safety Committee
Safe and Healthy
Communities
Oversight Group
(SCHOG)
Capture data and
monitoring
Occupational Nurse
Student Interests and
Disputes Adviser
Internal Audit
ACC H&S audits
Reporting to SLT
Area
Objective
Risks (with examples)
Ist line
e.g. daily line management,
supervising
2nd line
e.g reviews,
reporting
3rd Line
e.g. Internal Audit, ACC
H&S audits
Health services delivery and
internal QA
SHCOG
Data reporting
Benchmarking
research
Ministry of Health and
Public Health
Organisation oversight
(review patient
files/standards)
“Cornerstone”
Accreditation
Programme
Counselling Services
are also externally
supervised
Health, Counselling, Pastoral Care, Wellness (Students)
Student health and
wellbeing
(excluding issues
already covered
above)
To ensure
students
physical, mental
and social wellbeing is
maintained
Physical health issues
Recreation Services delivery
- fitness services for students
- “Lifting our Spirits”program
Faculty and Hall student
wellness monitoring
Mental health issues including
self-harm and suicidal
behaviour
Counselling and Health
services delivery and internal
QA
Halls management systems,
Student Support Coordinators
(SSCs)
Misuse of alcohol and drugs
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Management of alcohol
strategies
Health and counselling
services delivery
Reduce Harm Committee
Various workshops on Sexual
Health, symposium on
Asperger’s Syndrome etc
Halls and staff capacity
building e.g. mental health
awareness
SHCOG
Data reporting
Benchmarking
research
SHCOG
Data reporting
Benchmarking
research
Tertiary Health
survey and on-line
intervention tool
results.
SHCOG
Data reporting
Benchmarking
research
Health Promotion
Agency monitoring and
statistics – student
alcohol use/behaviour
SLT overview
Area
Objective
Risks
Ist line
e.g. daily line management,
supervising
General wellness risks, stress
Pastoral care and Mental
and life or academic problems
Health Awareness training of
all academics, CSU staff general and academic. e.g.
“Just Doing Our Job” – staff
resource and training
programme to support
students and “Healthy Minds
at Vic”
Halls management and
support systems
Recreation services delivery
Anti-social behaviour of staff
Reduce Harm and Risk
and students (violence, theft)
Assessment Advisory
Committees
Campus Security
Halls programmes
2nd line
e.g. reviews,
reporting
Student Experience
Survey results
SHCOG
Data reporting
Benchmarking
research
Annual RAAC report
SHCOG
Data reporting
Benchmarking
research
Residential Assistant
oversight and
monitoring in Halls
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3rd Line
e.g. Internal Audit, ACC
H&S audits
Campus Police Liaison
Officer
SLT overview
Area
Objective
Risks (with examples)
Ist line
e.g. daily line management,
supervising
2nd line
e.g. reviews,
reporting
3rd Line
e.g. Internal Audit, ACC
H&S audits
To ensure staff
well-being is
maintained
Workplace stressors
HR advisors
Managers’ monitoring
Pandemic Plan
Unit management
reviews and risk
reporting
Managers’ monitoring
Occupational Nurse initiatives
and actions
Referral to external support
e.g. Employee Assistance
Programme, Staff conflict
resolution and facilitation
Provision of recreation
services
HR support
Benchmarking
HR reviews
SHCOG
SLT
Council
Wellness (Staff)
Staff Wellness
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Staff exposed to infectious
diseases
Mental health issues, general
wellness risks, stress and life or
academic problems
Misuse of alcohol and drugs
Lack of lifestyle balance
Staff/student health
and safety
committee
Data gathering and
monitoring
Appendix D – Cultural Safety Definition
A culturally safe University environment is one in which students, staff and visitors can expect to
experience a sense of security and to be free of risks deriving from their cultural identity.
The concept of ‘culture’ in a University is complex and often reflects several interwoven strands:
workplace culture requires high professional standards and expectations, for example, while
personal culture is constituted by diverse individual experiences and shared group backgrounds.
Intercultural interaction will often be a very positive experience, but also carries the potential for
unwelcome or antagonistic practices.
To experience a sense of safety in regard to personal culture requires confidence that each
individual will be accorded respect in relation to their racial, ethnic or religious cultural affiliations. A
Māori student or staff member must feel respected as a Māori, while a visitor must feel that their
cultural tradition is respected (so that, for example, a Māori host will forego the practice of hongi
when interacting with Muslim women).
To effect a high degree of cultural safety, the University is required to provide a working
environment which supports an appreciation of cultural difference, ensuring that staff members
develop the requisite professional competence in this regard and clearly conveying the intention to
safeguard the right of employees to maintain their personal culture. Cultural safety shapes the ways
in which members of the University community are cared for, spoken to and touched. Being ‘cared
for’ may mean being supported to develop professionally within an appropriate cultural context;
being ‘spoken to’ with respect may require culturally competent managers who make an effort to
pronounce names and words from other languages correctly, or who set out to become proficient in
te reo; how people are ‘touched’ may mean ensuring that policies are developed with an
understanding of their impact on students, staff members and visitors who come from different
cultural backgrounds.
Victoria’s Treaty Statute, its culturally diverse population, including Pasifika peoples, and its
commitment to ensuring that HR policies meet current needs and standards mean that employees
have a right to expect from managers at all levels a practical commitment to maintaining a culturally
safe environment.
.