Inclusion In Higher Education Research Articles

Contemporary Issues in Higher Education: Diversity, Inclusion, Management and Governance

Purpose: Teachers, students, and the administration of higher education institutions face a variety of opportunities and challenges as a result of diversity and inclusion. This study looks at diversity and inclusion as a current concern in postsecondary education from the perspectives of instructors, students, and institutional administration. It aims to offer suggestions for dealing with these problems in universities. Higher education institutions are independent and not subject to government oversight in the same manner as public sector organizations, despite receiving significant public funding. The governance, management, and autonomous status of higher education institutions are other topics covered in this work.
 Methodology: This review draws from inclusion theory which has transformed the view on diversity management from preventing discrimination, which suits the moral view on equality as procedural or individual justice, to ensuring inclusion, which fits the moral view on equality as recognition of diversity.  The information is based on literature from various sources.
 Findings: This study highlights that diversity and inclusion creates a better workplace for everyone while creating an inclusive learning environment. Good governance assures the quality of decision-making hence promotes effective delivery of educational services in a higher learning institution.
 Unique Contribution to Theory, Practice and Policy: This review article discusses various initiatives, strategies and challenges on diversity and inclusion in higher education as a contemporary issue. The paper also discusses the differences in management and governance as applied in higher education.

Talking for the sake of talking? Imagining inclusive universities in Spain through their leaders

ABSTRACT Inclusion in higher education is approached by international entities as an unavoidable commitment that is materialised, to a large extent, in university mission statements through purposeful language. Spain, given its greenness regarding the development of inclusive university policies, provides a good example of such rhetoric. The proposals and interpretive frameworks on which the inclusive university project is based are explored via interviews with 62 leaders (individuals occupying an ambassador or management role) from 9 Spanish universities. The present study reveals that rhetoric about the way in which universities are converted into inclusive institutions portrays highly different outcome orientations when placed in specific political proposals. Three different standpoints are identified in the present study, which are linked to specific areas connected to the institutionalisation of inclusive projects: continuity (for access and specific services), expert (in training, awareness and curriculum) and transformative (philosophy, exercise of leadership, participatory culture and community projection). The present research contributes to the study and analysis of the different meanings adopted by inclusive university projects in the international context, stemming from the different, non-sterile, political models on which they are based.

Imagining inclusion in the university setting: plural discourse among Spanish university lecturers / Imaginar la universidad inclusiva: pluralidad de discursos del profesorado universitario español

Diversity management is a core priority in the definition of international education policies, and educational inclusion is a strategic indicator of quality and excellence. As a contribution to improving educational inclusion in higher education, this study seeks to map out the opinions and positions expressed by university lecturers regarding their teaching action in the classroom with respect to educational diversity and inclusion. To this end, qualitative research was designed and developed in eight Spanish public universities. A total of 17 interviews and eight focus group were held, analysing and interpreting the output by means of mixed deductive and emerging thematic analysis. Findings indicate two stances or positions expressed, identified as conventional logic and critical logic, which point to different conceptions of diversity held by the lecturers, the purpose of inclusion in university and its justification, the difficulties they encounter and their proposals for improvement. Global integrated approaches are necessary for the institutionalization of inclusion, despite conceptual confusion, poor training and institutional difficulties encountered by teachers in the classroom.

Inclusive Teaching in Higher Education: Challenges of Diversity in Learning Situations from the Lecturer Perspective

This paper contributes to the dialogue around how to increase inclusion in higher education, taking the lecturer perspective as the point of departure. Theoretically, disability is understood as an interaction, which means that lecturers partake in the constitution of dis/ability in learning situations. Two qualitative interviews were conducted with an interdisciplinary lecturer employed in an institution of higher education in Norway. These data are used for this single case study to illustrate and reflect on the challenges of diversity in learning situations. Findings suggest that the lecturer struggles to encounter their increasingly diverse student population inclusively. Overall, her experiences unpack the outcome of a structural lack of prioritization to ensure accessibility for disabled students at an institutional level at the university where she is employed. This article emphasizes that the responsibility to ensure an inclusive teaching practice in higher education must be recognized and treated as an institutional obligation. To signal its priority, all institutions of higher education should make inclusive training obligatory for lecturers, as well as assigning hours to work on enhancing the development of inclusive skills in this group.

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

This article presents a systematic review of the literature with the aim of providing an updated framework for the scientific production developed in the field of digital competence and inclusive education in Higher Education, as indexed in the Web of Science (WoS) and SCOPUS databases. Twenty-one scientific articles published between 2016-2023 were included and analyzed, with no temporal cohort established. The search matches yielded a first document of the topic of study in 2016 in the Social Sciences Citation Index. The results obtained on the conceptual structure of the analyzed documents were carried out through a multiple correspondence analysis (MCA) observing the existence of two dimensions composed of three clusters. Cluster one was composed of studies on digital competence, virtual learning environments, digital divide, and functional diversity, among others. Cluster two comprised studies carried out on digital tools and competencies, inclusive education, educational processes, and digital strategies; while cluster three was made up of educational inclusion related to interculturality and digital competence. Among its limitations, there were aspects related to the heterogeneity of the studies, which make it difficult to compare the data, and the sample and size of the study, which makes the results obtained and the generated data have a lower percentage of generalization compare to studies that use larger simples. This study has implications for researchers and Higher Education institutions interested in research on digital competence for inclusive education, with the possibilities of digital competence for inclusive education being established from the studied variables, allowing teachers to adapt and personalize learning to meet individual student needs. All of this is in line with the goals of the 2030 Agenda, concerning the empowerment of citizens and the digitization of public services to ensure the population's access to such services via the internet.

Inclusion policies in the state universities on the state of Paraná: UNIOESTE in focus

The presente article aims to investigate educational policies, programs ans institutional practices, related to the inclusion of disabled people in State Public Universities in the State of Paraná, more specifically, at Universidade Estadual do Oeste do Paraná (UNIOESTE). Based on a qualitative approach, with bibliographic and documentary research regarding educational policies related to inclusion in Higher Education. Regarding to presentation and data analysis, A systematic search was released in electronic data published on the Universities’ websites, with emphasis on the following aspects: existence of a center or program of care for disabled people, and accessibility to relevant information about them. It is concluded that the seven State Universities of Paraná have specialized programs for disabled students. UNIOESTE has the Institutional Program of Actions Related to People with Special Needs (PEE), a program that has been consolidated for 26 years and that it releases several actions that involve assistance for disabled students, such as a teacher of specialized educational services and/or a professional translator and interpreter of Libras; publication of research on inclusion and special education; participation of the external community; Events; teacher training activities. Although there is legal support that guarantees the elimination of barriers to the admission of people with disabilities in the State Universities of Paraná addressed, the need for support to ensure the permanence of these students in Higher Education is still remarkable.

ON THE WAY TO DIVERSITY, EQUALITY, AND INCLUSIVENESS IN HIGHER EDUCATION: SHOWCASE OF NAZARBAYEV UNIVERSITY GRADUATE SCHOOL OF EDUCATION

The paper delves into the essential role of universities in providing all students with equal access and opportunities, focusing on their specific responsibilities towards this goal. It scrutinizes the Diversity, Equality, and Inclusivity (DEI) policy at Nazarbayev University (NU), highlighting its dedication to an inclusive academic atmosphere. Evaluating NU’s DEI practices is crucial, reflecting the university’s commitment to an inclusive educational environment. The paper emphasizes the critical need for practical, effective implementation of DEI policies, moving beyond mere theoretical discourse. It examines various strategies and initiatives to ensure diversity, equity, and inclusion are genuinely embedded in the university’s culture, curriculum, and community life. Furthermore, it identifies persistent challenges to achieving real inclusivity in higher education and proposes solutions through innovative and consistent university leadership efforts. Concluding with a forward-looking discussion, the paper suggests potential improvements and strategies for NU’s leadership to refine DEI policies. These recommendations encompass policy modifications, program development, and community engagement to establish a more inclusive and equitable educational environment.

Stigmatising young people with intellectual disability: Perceptions of the main stakeholders at a Spanish university

ABSTRACT Background One of the main challenges facing individuals with an intellectual disability is the stigma associated with the various obstacles that hinder their process of full integration. Despite the efforts made, more research is called for to explore the reference environments and reveal how public and self-stigma are perceived in higher education. This scientific paper’s overriding aim is to analyse how different university stakeholders (students, lecturers, and admin and service staff) perceive the presence of young people with intellectual disability. Method An ex post facto design has been used with a sample of 306 participants and a validated instrument for measuring the perception of individuals with an intellectual disability. Results Our findings reveal that women perceive less stigma than men, and when the analysis is broken down into the collectives involved, students with disability are clearly more conscious of public or self-stigma than their peers without any disability. Conlcusion The disparity between gender and roles underscores the need for socioeducational interventions to promote inclusion in higher education and address self-stigma, thereby fostering self-sufficiency and emotional wellbeing among young individuals with intellectual disabilities.

Instructor experiences providing accommodations and modifications for students with intellectual disability in inclusive higher education

ABSTRACT In recent years, with the passing of the Higher Education Opportunity Act (HEOA) of 2008, growing numbers of universities and colleges have provided inclusive post-secondary education (IPSE) opportunities to students with intellectual and developmental disabilities (ID). As universities and colleges welcome more students with ID into the classroom, there is a need to examine the experiences of these students and their instructors. Using semi-structured interviews with twelve university instructors who hosted students with ID in their courses, this qualitative study was conducted to examine instructors’ experiences modifying course content and implementing accommodations for students with ID. Results indicate that instructors desire greater institutional support and training as they feel unsure about their ability to modify course content and accommodate students with ID. Instructors who identified as disabled demonstrated more skill and confidence providing modifications and accommodations for students with intellectual disability. Implications for practice are provided.

Student Co-Creation of Open Textbooks: Reflections on Power Dynamics and Building a Sense of Belonging in Higher Education

Despite calls for social justice and inclusion in higher education, there is still growing structural inequality in terms of access to education, which extends to structural and economic oppression of marginalised groups. Student inclusion in design, creation and evaluation of curricula is lauded in research as essential for student belonging, with open textbook production as one way in which student co-creation is being explored. Yet, little work has been done to look at the challenges involved when traditional power dynamics are disrupted in partnering with students. Highlighting the collaborative endeavours that lecturers undertake with students in open textbook production and the challenges therein, this paper draws on Yuval-Davis’ (2011) work on student belonging and Fraser (2005) on social (in)justice, to explore the nexus of three complementary themes: open textbooks, students as partners, and student belonging in higher education. Data were derived from a set of interviews conducted with three open textbook authors at the University of Cape Town (UCT) on their efforts to foster co-creation practices with students in their classrooms as part of open textbook initiatives. Findings reveal that student co-creation of open textbooks has the potential to shift, or at the very least tilt, power balance and give students agency. Academics who undertook open textbook production with student co-creators respected students’ expertise and in turn, students felt a sense of value in their departments, which enabling a sense of belonging.  We highlight how the reality of student co-creation is complex as academics have the intention to shift the traditional power dynamics between lecturer and student; however, examples here show this kind of transformation is gradual and continuous and often difficult to implement when the institutional culture remains hierarchical.

Creative Writing for EFL Classroom: A Perspective from Higher Education

Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.

Analysis of Self-efficacy and Attitude-mediated Inclusivity in Higher Education: A Case Study on the Colombian North Coast

Inclusivity is a fundamental principle of education worldwide as it fosters the general well-being of students, educators, and other parties in the education sector. Moreover, inclusive education is a multidimensional phenomenon that many factors can influence. Thus, understanding the underlying interactions between those factors fostering inclusivity may help to inform decisions taken by the involved parties, such as education-related policymakers. This study examines the relationship between self-efficacy and the attitudes of higher education teachers toward inclusive education. We applied two psychometric survey-like instruments: the Self-Efficacy Scale for Inclusive Teaching Practices and the University and Disability Issues Scale. The study cohort comprised 68 higher education professors from universities in Barranquilla on the Colombian North Coast. We found that professors exhibiting favorable attitudes to adjusting the curricula, as well as higher sensitization and relationships with students in situations of disability, are prone to perceive higher self-efficacy and less extra burden arising from the tasks associated with inclusive education.

HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION

Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.

The For-Profit Side of Public U: University Contracts with Online Program Managers

Online enrollments in public universities have soared, in part because of universities’ increasing reliance on for-profit online program managers (OPMs) for everything from instructional design to student recruitment. However, scholarship has indicated that OPMs may play a role in producing predatory forms of inclusion in higher education for marginalized students. To identify mechanisms through which this might occur, the authors conduct a mixed-methods analysis of 161 contracts between OPMs and two- and four-year public universities, an original database of third-party financing structure, and university webpages. The analysis identifies several contract features—targeting, extraction, opacity, and captivity—that may help concentrate marginalized students in extractive or exploitative online programs at public universities. The authors also show that OPMs funded by private equity or venture capital are most likely to include contract features that incentivize aggressive revenue production and promote the recruitment of marginalized students in online, but not in-person, programs.

The Information and Computer Technologies in Special and Inclusive Higher Education in Uzbekistan

One of the leading trends in the process of informatization of higher education is the active introduction of new tools and teaching methods focused on the use of information technologies. Modern information technologies have a powerful educational potential, have a wide range of capabilities, allow the implementation of fundamentally new forms and methods of teaching, and intensify the educational process at all levels. Computer technologies act as a means of forming (organizing and managing) educational activities, setting and solving educational problems, and performing professional actions in the full range of their components. A computer can be considered as a specific means of modeling educational activities, which is capable of performing several fundamental functions–as a means of modeling the subject content of learning objects.

AGE AS A FACTOR IN DIVERSITY, EQUITY, AND INCLUSION INITIATIVES IN HIGHER EDUCATION

Abstract At institutions of higher education, demographic shifts in the population and the growth of diversity, equity, and inclusion (DEI) initiatives are occurring simultaneously. This study seeks to understand their intersection by focusing on age as a diversity factor in DEI initiatives on college campuses. Six focus groups with a total of 42 DEI staff members were convened, including 36 colleges/universities across the country. Thematic data analysis was conducted by three members of the research team who reached consensus on themes, subthemes, and representative quotes. Focus group participants suggest that age as an identity factor is not given much attention in DEI initiatives. Participants acknowledge the issue of age; but in general, they strive to keep other identities, like race and gender, in the forefront, especially in the face of low resources. These findings can be understood in the context of the current political environment around social justice issues and the pervasive ageism at the society level, especially in age-segregated institutions of higher education. While it may be difficult to elevate age in DEI initiatives on campuses, interventions were identified; and advocacy efforts may move us toward advancing age diversity, equity, and inclusion in higher education as well as other organizations.

Ableism and accessibility in higher education: A case study regarding a wheelchair user in a psychology course

The purpose of this article is to discuss accessibility and ableism in Higher Education from the academic trajectory of a psychologist with physical disabilities/a wheelchair user. To this end, concepts such as disability, inclusion, accessibility and ableism are discussed. For the production of data, a semi-structured interview was carried out with a wheelchair user, who was invited to speak, among other aspects, about his inclusion in Higher Education in a Psychology undergraduate course. In addition to this interview, the data was complemented by informal conversations to resolve any questions about what had been discussed during the interview. Data analysis followed the principles of Textual Discourse Analysis, with the steps of unitarization, categorization and construction of a metatext. Among the results, the following stand out: ableist manifestations in different situations that influenced the participant’s professional training; aspects related to (in)accessibility to services offered by the university; and a lack of knowledge about the characteristics of academics with disabilities as a disadvantage to their inclusion. As possibilities for advances in improving the quality of inclusion in Higher Education, there should be more dialogue with persons with disabilities, including organizing discussion groups within the university environment as one step towards reducing barriers against inclusion.

A multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground

In higher education, there is a lack of consistent provision for the needs of students with disabilities. This study explores the decision-making processes that lead professionals to either take or avoid inclusive actions, such as implementing universal design, granting accommodations, or making academic adjustments. Six workshops were organized and attended by students with disabilities, lecturers, support personnel, and other relevant stakeholders. The stakeholders suggested the topics and invitees for the workshops, shared their views, and learned from each other. The audio recordings from the workshops were analyzed using various techniques from constructivist grounded theory. The results showed that professionals often lack the necessary knowledge to include students with disabilities in higher education. Furthermore, there are barriers to collaboration and obtaining information, which hinder attempts to bridge the gaps. Unclear responsibilities and ignorance provide a fragile ground for decision-making and an opportunity for opting out of inclusive acts.

Inclusion in Higher Education Under Wartime: National Level of Regulation and Strategic Development Goals

The article explores programme documents and strategic goals aiming at enactment of inclusion in higher education at the national level in the context of the existing problems of inclusive education implementation. The content of Ukrainian legislation is examined, namely: The Procedure for Inclusive Education Organization in Institutions of General Secondary Education, The National Strategy for Barrier-Free Environment in Ukraine for the period of 2030; The Strategy for the Development of Higher Education in Ukraine for 2022-2032. A number of challenges related to implementation of inclusion in Ukrainian higher education institutions dealing with operation of local and national authorities have been identified, as well as the absence of cooperation between authorities, higher education institutions, civic organizations, which hampers facilitation of inclusion in higher education; lack of educational infrastructure and methodical support for inclusive education in higher education institutions; inadequate level of academic staff competences in the field of inclusive education; absence of psychological support for students with special educational needs, other students and teachers. The National Strategy for Inclusive Education Development for 2023 – 2030 should become the comprehensive strategic document outlining the directions for overcoming the identified challenges. The above document identifies strategic and operational goals of inclusive education development, effectiveness indicators and practical assignments. The article defines peculiarities of higher education inclusion implementation for each operational goal.

The homeschoolers inclusion in Higher Education. Szekler case study

Abstract 
  
 The purpose of this paper is to study the higher education inclusion experiences of Szekler homeschooled youngsters. The main research question was how the homeschooled youngsters are entering the higher education institution, whether they have free access to all of them or just to some, how they are fitting in, socializing and performing during their studies. The small-scale thematic interview based non-representative quantitative research reached 7 homeschooling families raising 25 children, 13 persons, parents and youngsters with snowball sampling. Our main finding is that against all the inclusion concerns enlisted in the literature and in commons sense it seems that the Szekler homeschooled inclusion in higher education is in most of the cases same as their mates. They are facing same challenges and dealing with those similarly, in some cases even better, then their peers. It could be that this is due of the advantages of homeschooling, like self-awareness, self-reliance, independent learning skills, project work-, and foreign language skills, voluntary- and other practical life experiences. Our research results could contribute to deconstruct some stereotypes on homeschooling.
  
 Key words: homeschooling, inclusion in higher education, Szeklerland, case study.