The current approach to promoting educational equity in universities in Australia is substantially flawed. Through the "equity framework," the Australian university community sector has been compelled to involvement with educational equity through government pressure that has included financial incentives and legislation. Six groups have been identified as disadvantaged: people from socio-economically disadvantaged backgrounds, Aboriginal and Torres Strait Islander people, women, non-English speakers, people with disabilities, and people from rural or remote areas. To date, the basis for promoting educational equity in Australian universities has been overly reliant on compulsion, as expressed through pressure from government or legislation; and on arguments of social justice which generate more debate than commitment. University planners should promote educational equity based on its importance to the future social and economic development of Australia. Such considerations stress examination of an organization's mission and purpose within the society which it serves. (Contains 55 references.) (Author/JLS)