From policy to compliance

Abstract

While institutional policy development in higher education is an important step towards greater accessibility of digital course materials for students with disabilities, there is a gap in the evidence regarding buy-in and compliance of faculty with such policies. This study aimed to explore faculty needs and concerns in regards to institutional digital content policies and guidelines, as well as to gain a deeper understanding of how higher education institutions approach digital content accessibility improvement and what processes support and encourage faculty buy-in and compliance with these efforts. Concerns-Based Adoption model (CBAM) was used to frame, analyze and interpret the study. A Web-based anonymous survey was distributed to higher education administrators and faculty via LinkedIn, as well as multiple nationally-based professional forums. The results indicate that while improving accessibility of digital content is a growing priority at most higher education institutions in the US, the majority of the institutions might not be ready for successful implementation. Based of faculty perceptions, there is still a significant lack of tools, resources and support services needed to develop accessible content. The data also underscored fragmentation of institutional and support structures, and the need for centralization of efforts. While institutions are developing digital accessibility policies and guidelines directed at faculty, there seems to be a lack of awareness and buy-in within this group, with faculty prioritizing other tasks and initiatives over digital accessibility improvement. There may also be a disconnect between services available (such as professional development and technical support) and services needed to address specific issues (such as awareness and buy-in). Keywords: digital course materials, accessibility, accessibility policy, higher education, faculty development