Inclusion In Context Research Articles

Gendered workplace as a double-loop social construct: the case of Japanese women professionals

Purpose This paper aims to critically examine the role of women in the Japanese workplace and discusses its implications for gender studies within the context of diversity, equity and inclusion in international business (IB). Employing a social constructivism approach, this paper moves beyond conventional economic typologies and specific cases to offer an integrative and socially embedded perspective for understanding gender dynamics in the Japanese workplace. Design/methodology/approach This viewpoint paper critiques existing research on Japanese women professionals, drawing on factual evidence and literature to propose a double-loop gendering framework. This framework explores the socially constructed phenomenon of women in the Japanese workplace at multiple levels, providing a holistic interpretation of gender dynamics. Findings We identify five macro-level environmental factors that influence female labour participation, leadership positions and entrepreneurship. These factors are mediated by career motivation, corporate culture and men’s attitudes towards gender equality. Distinguishing between first-loop gendering, which focuses on problem-solving for improved gender equality, and second-loop gendering, which examines the underlying assumptions of social norms, values and beliefs, offers insights into the challenges Japan faces in achieving female leadership and equality. Second-loop gendering may help explain the paradoxical state of Japan’s women professionals, characterized by slow progress in gender equality despite significant political and financial resources. Our analysis reveals complex, multi-level interactions and influences within this socially constructed phenomenon. Originality/value This viewpoint paper provides a critical analysis of gender studies in the Japanese context, offering potential avenues for IB explorations. The insights extend to future IB studies, international comparisons of gender equality and the management of gender diversity in multinational corporations (MNCs).

Promoting Inclusive Contexts and Journalism: Testing the Effectiveness of a Training Program

Promoting Inclusive Contexts and Journalism: Testing the Effectiveness of a Training Program

Ethical AI in Financial Inclusion: The Role of Algorithmic Fairness on User Satisfaction and Recommendation

This study investigates the impact of artificial intelligence (AI) on financial inclusion satisfaction and recommendation, with a focus on the ethical dimensions and perceived algorithmic fairness. Drawing upon organizational justice theory and the heuristic–systematic model, we examine how algorithm transparency, accountability, and legitimacy influence users’ perceptions of fairness and, subsequently, their satisfaction with and likelihood to recommend AI-driven financial inclusion services. Through a survey-based quantitative analysis of 675 users in China, our results reveal that perceived algorithmic fairness acts as a significant mediating factor between the ethical attributes of AI systems and the user responses. Specifically, higher levels of transparency, accountability, and legitimacy enhance users’ perceptions of fairness, which, in turn, significantly increases both their satisfaction with AI-facilitated financial inclusion services and their likelihood to recommend them. This research contributes to the literature on AI ethics by empirically demonstrating the critical role of transparent, accountable, and legitimate AI practices in fostering positive user outcomes. Moreover, it addresses a significant gap in the understanding of the ethical implications of AI in financial inclusion contexts, offering valuable insights for both researchers and practitioners in this rapidly evolving field.

DIGITAL INCLUSION IN STUDENTS WITH SPECIAL NEEDS IN BRAZILIAN PUBLIC SCHOOLS

This article addresses the concepts of the use of educational information technology in Brazil and its relationship with the socialization of students with special needs. It begins with a report on the historical context of digital inclusion in Brazilian education, highlighting the main policies and programs implemented over the last few decades to integrate technology into the school environment. The research focuses on specific initiatives for the use of IT and related technologies as pedagogical support tools for students with special educational needs, such as Down Syndrome and hyperactivity disorders, in public elementary schools. The methodology used includes a qualitative analysis, with participatory observation in classrooms and semi-structured interviews with teachers, students and the resource room coordinator. The data collected was analyzed to identify the impacts of educational technologies on students’ learning and socialization. In addition, applications and digital tools were mapped that facilitate classes and promote a more inclusive learning environment. The main results indicate that the use of assistive technology has contributed significantly to the cognitive and social development of students, promoting greater interaction and autonomy. Educational applications stand out for their ability to adapt curricular content to individual needs, resulting in more personalized and effective learning. However, the research also identified challenges, such as the need for ongoing training for teachers to effectively use these technologies and the lack of adequate infrastructure in some schools.

Enhancing Human-Computer Interaction in Socially Inclusive Contexts: Flow Heuristics and AI Systems in Compliance with DIN EN ISO 9241 Standards

In the domain of generative Artificial Intelligence (AI), the deployment of user-centered Human-Computer Interaction (HCI) methodologies, compliant with the DIN EN ISO 9241 standard, furnishes a substantive methodological scaffold. These methodologies have demonstrably succeeded in accomplishing specific, contextual objectives across a spectrum of applications, affirming their efficacy and user satisfaction. The investigation leverages a systematic theoretical framework and investigator triangulation to explore the customization of flow heuristics with respect to social permeability, inclusion, and accessibility. This approach facilitates the assimilation of multi-dimensional perspectives, thereby augmenting both accessibility and the user experience within these delineated domains. Within the ambit of enhancing HCI in socially inclusive settings, current heuristic models aimed at simplifying complexity in AI systems manifest notable shortcomings, particularly in relation to social permeability, inclusion, and accessibility. Academic scrutiny not only highlights these deficiencies in the application of DIN EN ISO 9241-210 standards but also uncovers substantial lacunae vis-à-vis the intricate demands of DIN EN ISO 9241-110. These encompass facets such as task appropriateness, self-descriptiveness, expectation conformity, error tolerance, controllability, individualizability, and learning facilitation, whose integrated and considered implementation is indispensable for the efficacious tailoring of interactive systems to meet specific user requirements in inclusive settings. This study significantly bolsters the epistemological base essential for the formulation of a conceptual framework tailored for AI deployment in educational and social management contexts, in alignment with DIN EN ISO 9241 standards. The study aims to articulate a detailed practical guide that outlines the requisite mechanisms, metrics, and characteristics necessary for user-centric adaptations in AI-enhanced systems. The objective is to augment the efficacy of flow induction and elevate user satisfaction within realms characterized by social permeability, inclusion, and accessibility.

Psychology and School Inclusion of People With Autism Spectrum Disorder in Brazil: An Integrative Review

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to promote the inclusion of autistic people in school. The review considered articles published in the SciELO, BVS-Psi and PePsic databases, in Portuguese and English, between 2013 and 2023. The searches were carried out using the Boolean descriptors and operators psychology AND autism. The results point to three perspectives and modes of action in promoting school inclusion for autistic people: adaptation and adjustment through training, inclusion and development mediated by interactions with adults, and emergence of uniqueness resulting from the deconstruction of normalizing and pathologizing practices.

Exploring the Landscape of e-Government Maturity Models: Insights from Systematic Mapping Study and Comparative Analysis

e-Government Maturity Models are essential tools for governments to assess and improve their e-government capabilities, performance, and impact. This article offers a pioneering systematic mapping study and comparative analysis of e-Government Maturity Models proposed between 2010 and 2022, marking a significant stride in the realm of e-government research. The review focuses on these recent models and compares their approaches, frameworks, and dimensions. Previous comparison research studies conducted before 2010 are also reviewed to provide an inclusive context for understanding the evolution and advancement of e-government maturity models. The study is the first to systematically map and compare e-Government Maturity Models proposed in recent years, also comparing with the previous decade. Employing a mixed-methods approach, this article meticulously dissects and contrasts various models, shedding light on the evolution, strengths, and weaknesses of e-government maturity frameworks over more than a decade. The research contributes to the literature by revealing underlying discrepancies in current models and proposing a synthesized perspective that integrates technological advancements and administrative strategies, providing insights into opportunities for future research and practice. The findings of the study can be used to develop a new generation of e-government maturity models that are more comprehensive and relevant to the current needs of governments.

The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for all students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggested that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the author discusses the implications of the results for future research and practice.

Achieving ‘something that everybody has invested in’: perspectives of diverse stakeholders during co-creation of a transition to residency curriculum

Co-creation of education within the context of student inclusion alongside diverse stakeholders merits exploration. We studied the perspectives of students and teachers from different institutions who participated in co-creating a transition to residency curriculum. We conducted post-hoc in-depth interviews with 16 participants: final-year medical students, undergraduate, and postgraduate medical education stakeholders who were involved in the co-creation sessions. Findings build on the Framework of Stakeholders’ Involvement in Co-creation and identify the four key components of co-creation with diverse faculty: immersion in positive feelings of inclusivity and appreciation, exchange of knowledge, engagement in a state of reflection and analysis, and translation of co-creation dialogues into intended outcomes. Despite power dynamics, participants valued open communication, constructive feedback, mutual respect, and effective moderation. The study broadened our understanding of the co-creation process in diverse stakeholder settings. Incorporating key elements in the presence of power relations can enrich co-creation by leveraging wider expertise.

Beyond the rule. Development of a multi-criteria tool for designing and evaluating an inclusive context

There are rules that provide shared information with the aim of guiding the behaviour of individuals or the community regarding spaces, processes and products. Therefore, the goal is to start a normalisation and standardisation procedure, which allows to solve a specific problem. With regard to the culture and practice of accessibility of spaces and environments, the reference legislation (Law 13/89, Presidential Decree 24 July 1996, n. 503, ISO 21541:2021, Ministerial Decree 236/89, UNI 17210:2021) is not only rather obsolete, but also excludes a large part of potential users. This paper aims to open a debate on the current operational tools in order to evaluate and design an inclusive context, proposing a new, more performing and universal one. The culture of accessibility is not only the scrupulous and scientific observance of the rules. It also means combining both quantitative and qualitative needs; therefore, providing environmental well-being. Thanks to the critical description of reference or experimental evaluation or design tools (HCD participatory methodologies for the definition of needs analyses, Quality Function Deployment for the tracking of technical specifications, ICF with a focus on UNI activities, laws, decrees and regulations to observe the Rule), this paper describes some projects that attempted to go beyond the rule, providing an inclusive context and space to meet people’s actual needs. Therefore, putting some operational tools into functional synergy (Rules, Inclusive Methodologies, ICF, QFD) to define a new multi-criteria tool can be an excellent starting point to develop, for each specific environmental context, a list of expectations that are important for planning and evaluation.

Redefining Boundaries: The Case for Enterprise-Structured Waqf Over Corporate Waqf

Purpose — This paper highlights the overextension in the definition of the term corporate waqf in the current literature, proposing a return to its original meaning. It also advocates for the use of a new term, enterprise-structured waqf, to capture the broader and more inclusive contexts of waqf. This paper further elaborates on and categorises the facets of the newly advocated term, clearly delineating its scope. Design/Methodology/Approach — This paper utilises a qualitative content analysis (QCA) methodology to recognise specified characteristics within the corporate waqf literature. It prudently dissects the prevailing narratives, revealing areas of conceptual ambiguity and inconsistency. It further proposes new narratives. Findings — It is shown that the extended definition of the term corporate waqf has left it ambiguous, with two meanings. The first is waqf that is established by corporate entities. The second is waqf whose assets are dedicated to entities with strategic business frameworks, regardless of the founder’s corporate or non-corporate status. The second meaning, while innovative, is misleading. It is therefore proposed that the term corporate waqf be returned to its original meaning and the term enterprise-structured waqf be used instead to capture the broader and more inclusive contexts of waqf. Originality/Value — This paper is the first to highlight the overextension in the definition of the term corporate waqf, propose a return to its original meaning, and advocate for the use of an alternative term, namely enterprise-structured waqf. Practical Implications — Returning to corporate waqf’s original meaning while distinguishing it from the broader concept of enterprise-structured waqf will potentially help expand waqf engagement and resource mobilisation.

Structural topic modeling as a mixed methods research design: a study on employer size and labor market outcomes for vulnerable groups

Obtaining and maintaining steady employment can be challenging for people from vulnerable groups. Previous research has focused on the relationship between employer size and employment outcomes for these groups, but the findings have been inconsistent. To clarify this relationship, the current study uses structural topic modeling, a mixed methods research design, to disclose and explain factors behind the association between employer size and labor market outcomes for people from vulnerable groups. The data consist of qualitative interview transcripts concerning the hiring and inclusion of people from vulnerable groups. These were quantitized and analyzed using structural topic modeling. The goals were to investigate topical content and prevalence according to employer size, to provide a comprehensive guide for model estimation and interpretation, and to highlight the wide applicability of this method in social science research. Model estimation resulted in a model with five topics: training, practicalities of the inclusion processes, recruitment, contexts of inclusion, and work demands. The analysis revealed that topical prevalence differed between employers according to size. Thus, these estimated topics can provide evidence as to why the association between employer size and labor market outcomes for vulnerable groups varies across studies––different employers highlight different aspects of work inclusion. The article further demonstrates the strengths and limitations of using structural topic modeling as a mixed methods research design.

Distinct neural dynamics of the observed ostracism effect in decision-making under risk and ambiguity.

Observational ostracism, as a form of social exclusion, can significantly affect human behavior. However, the effects of observed ostracism on risky and ambiguous decision-making and the underlying neural mechanisms remain unclear. This event-related potential study investigated these issues by involving participants in a wheel-of- fortune task, considering observed ostracism and inclusion contexts. The results showed that the cue-P3 component was more enhanced during the choice phase for risky decisions than for ambiguous decisions in the observed inclusion contexts but not in the observed ostracism contexts. During the outcome evaluation phase, feedback-related negativity amplitudes following both risky and ambiguous decisions were higher in the no-gain condition than in the gain condition in the observed inclusion context. In contrast, this effect was only observed following risky decisions in the observed ostracism context. The feedback-P3 component did not exhibit an observed ostracism effect in risky and ambiguous decision-making tasks. Risk levels further modulated the cue-P3 and feedback-related negativity components, while ambiguity levels further modulated the feedback-P3 components. These findings demonstrate a neural dissociation between risk and ambiguity decision-making during observed ostracism that unfolds from the choice phase to the outcome evaluation phase.

Immigrants’ Experiences of Settling in a Rural Community in Norway: Inclusion and Exclusion Through “Being Seen”

This article sets out from two dominant and contradictive narratives about immigrant integration in rural areas in Norway. The first holds that rural areas are “better at integration” as relations in these communities are more tight‐knit and personal. The other holds that integration in rural areas is more difficult due to the homogeneity and closed‐mindedness of rural communities. Based on ethnographic in‐depth interviews with individuals with different immigration backgrounds living in a rural coastal community, the article explores their perceptions of rural integration and their experiences of inclusion and exclusion in the local community. By using the notion of “being seen” as an analytical lens, the article shows that both narratives of rural integration are engaged and that experiences of inclusion and exclusion are interwoven and complex. On the one hand, “being seen” points to more personalised relations and support; on the other, it points to concerns by immigrants that they are seen by locals as “others.” The lens of visibility and “being seen” allows for a more nuanced understanding of immigrants’ experiences with settling in and finding their place in rural areas, and strengthens the argument for studying rural areas as a particular context for inclusion.

“It doesn't make sense to stick with old patterns”: How leaders adapt their behavior to foster inclusion in a disruptive context

SummaryLeader behavior is essential for creating inclusive organizations. The disruptive context of the COVID‐19 pandemic forced many people to work remotely and leaders to cope with the disruption of their teams' workflows and work arrangements. However, fixed sets of leader behavior as well as stable and shared physical contexts are implicit assumptions in current knowledge and theorizing on inclusive leadership. Therefore, in this study, we first synthesize inclusive leadership literature with leader adaptability and context‐sensitive leadership studies. Next, drawing on 47 interviews with leaders and their followers, we unravel how the enactment of aspired inclusive leadership behaviors was hampered due to the pandemic‐related disruption, and explain how leaders adjusted their inclusive behaviors in response to these difficulties. From these findings, we develop a model that suggests rather than a static set of inclusive leader behaviors, inclusive leadership is enacted through the continuous adjustment on leaders' perceptions of the context and followers' feelings of inclusion.

Collaborative Team Teaching as a Correlate of Teachers’ Effectiveness in an Inclusive Context in Public Primary Schools in South West Region of Cameroon

The main objective of the study was to determine whether there exists a relationship between collaborative team teaching and teachers’ effectiveness in an inclusive context in public primary schools in South West Region of Cameroon. The descriptive correlation design was used for the study and the sample was drawn using multi-stage sampling, purposive and simple random techniques. The sample consists of 248 respondents comprising 4 Regional Pedagogic Inspectors of Basic Education (RPIs), 40 teacher trainers from Government Teacher Training Colleges (GTTCs), 40 head teachers and 168 teachers of public primary schools in Meme and Fako Divisions of South West Region. The instruments used were four scale Likert questionnaire and an interview guide. Quantitative data were analyzed using Statistical Package for Social Science (SPSS) Version 12. Furthermore, descriptive statistics were used to analyze data to answer questions while the Spearman’s two tailed correlation was used to test the hypothesis. The qualitative data were analyzed using themes drawn for thematic analysis of open-ended questions and structural interview guide. This study revealed that there is a positive significant relationship between Collaborative Team Teaching and teachers’ effectiveness in an inclusive context in public primary schools in Fako and Meme divisions in South West Region of Cameroon (ɼxy-cal = .330**) greater than the critical value (ɼxy-crit = .113) at 0.05 level of significance. Based on this finding it was recommended that school administrators should ensure that teachers should practice collaborative team teaching in order to be effectiveness in an inclusive context.

Measuring Cultural Awareness and Belonging in an Organization

This study presents the development and validation of a quantitative instrument designed to measure cultural awareness and belonging within the context of diversity, equity, and inclusion (DEI) in organizations. The Cultural Awareness and Belonging Survey (CABS) aims to fill the research gap by offering a reliable tool for assessing these constructs. Drawing on theoretical frameworks such as the theory of generative interactions, the CABS survey was constructed with three initial dimensions: Embrace, Engage, and Enact. Data were collected from 403 U.S.-based participants using a cross-sectional survey design. Exploratory and confirmatory factor analyses indicated a two-dimensional model consisting of Embrace and Enact, with strong internal consistency reliability (Cronbach's α = .91 for Embrace and .91 for Enact). The fit indices (CFI = 0.98, TLI = 0.97, RMSEA = 0.05, SRMR = 0.02) confirmed the robustness of the measurement model. The findings suggest that cultural awareness and belonging are critical factors in organizational performance and psychological safety, with practical implications for DEI initiatives. This study contributes a validated tool for organizations to understand better and enhance their DEI efforts, fostering a more inclusive workplace environment.

Beginning teacher preparation and readiness for the profession as inclusive educators

In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing the cognitive, practical and moral dimensions of teaching that is the knowledge, skills and beliefs required to practice as an inclusive educator. We collected interview data from eight beginning teachers who transitioned into the profession in 2020 or 2021 and undertook a thematic analysis of these conversations. Our analysis identified that beginning teachers perceived that their teacher education at university did not prepare them sufficiently with 1. Strong professional inclusive education terminology and knowledge; 2. Practical and evidence-based skills for instruction and assessment; or 3. The opportunity to work with people with disabilities in inclusive contexts in order to become effective inclusive educators across all three domains. Findings are discussed and future directions for research are outlined.

Inclusion in a Settlement School in Presidente Figueiredo-AM: a study from the perspective of equity and human rights

The study aimed to describe how the process of inclusion of people with disabilities in the settlement school has occurred. The debate is articulated with the following problematization: how has the inclusion of people with disabilities occurred in settlement schools? To this end, we carried out bibliographic and documentary research to meet specific objectives: a) present the concept of equity in light of the Universal Declaration of Human Rights and public inclusion policies; b) discuss the complexity of the inclusion process in a settlement school; identify the facilitating and hindering factors in implementing school inclusion for students with disabilities. When presenting the context of inclusion in settlements, we saw that these discursive practices introduced by inclusion policies constitute strategies based on Foucault's concept of biopolitics and governmentality, thinking about diversity and difference from the perspective of the State.

IMPACT OF PRADHAN MANTRI JAN DHAN YOJANA PROGRAM ON ACCESS TO CREDIT

This research paper investigates the impacts of the Pradhan Mantri Jan Dhan Yojana (PMJDY) program on access to credit for individuals living below the poverty line in India since its inception in 2014. The PMJDY initiative aims to enhance financial inclusion and alleviate poverty by providing banking services and credit access to marginalized populations. The paper begins with a comprehensive literature review, tracing the historical context of financial inclusion in India, the evolution of policies, and previous research on the subject. It then delves into the PMJDY program's features, implementation, and progress, highlighting its efforts to offer zero-balance accounts and overdraft facilities. The paper employs regression analyses, both at the national and district levels, to examine the relationship between various factors, such as GDP per capita, population density, literacy rates, and PMJDY adoption. These analyses had shed light on the success of the PMJDY program in advancing financial inclusion throughout different regional dynamics. The findings provide insights into the program's effectiveness in improving credit access for the economically disadvantaged. Ultimately, this research contributes to the ongoing discourse on financial inclusion and informs policymakers on strategies to combat poverty and foster inclusive economic growth especially with policies relating to credit access.