Inclusion In Higher Education Research Articles

Building Social Justice-oriented Resilience for Diversity, Equity and Inclusion in Higher Education: Propositions from Hong Kong

Diversity, equity, and inclusion (DEI) rhetoric and initiatives are gaining attention in Asian higher education. Yet, these are still underexplored in terms of their potential to bring about cohesive campus climates. As higher education institutions admit students from diverse backgrounds, there is room for examining how DEI might be leveraged to support growing student learning needs, particularly in contexts where cultural diversity is not the norm. Using Hong Kong as an example, this paper probes the genesis of DEI initiatives and sources of deficit thinking in higher education with reference to the experiences of ethnic minority (EM) students. It proposes a conceptualization of resilience theory from a social justice lens to counter deficit thinking and racism, which helps locate DEI initiatives in building culturally inclusive environments.

A Poetic Reflective Essay Conceptualizing a Case for Diversity, Equity, and Inclusion in Higher Education

A Poetic Reflective Essay Conceptualizing a Case for Diversity, Equity, and Inclusion in Higher Education

Bringing a Social Justice Lens to Matthews’ Five Propositions for Genuine Students-as-Partners Practice: A Narrative Review

In 2017, in the second issue of the International Journal for Students as Partners (IJSaP), Matthews presented five propositions for genuine students-as-partners practice. Whilst these propositions did not focus directly on social justice, a social justice ethos (seeking to achieve parity of participation for all in higher education) was implicit within the discussion. Working with students as partners (SaP) can contribute to social justice, and a social justice perspective can contribute to the practice and conceptualization of students-as-partners work. From this perspective, I present a narrative literature review that brings a social justice lens to Matthews’ five propositions by examining 26 publications (research articles, case studies, reflective essays, and opinion pieces) in IJSaP concerning students-as-partners work. These are identified using the search terms “justice”, “equity”, “inclusion”, and “ethical”. The review provides clear examples of how the practice of working with students as partners can promote equity and inclusion in higher education, thereby striving toward social justice.

An Insight into the Lived Experiences of Medical College Women Post-pandemic

The purpose of this study was to document and analyze the narratives of college women pursuing medical-related courses in the aftermath of the COVID-19 pandemic, emphasizing the multifaceted challenges they encountered and the strategies they employed to navigate these difficulties. The research aimed to provide a comprehensive understanding of how the pandemic has reshaped the educational landscape for these students, impacting not only their academic pursuits but also their mental health, social interactions, and overall well-being. Using a qualitative approach, the study employed in-depth semi-structured interviews with participants selected through purposive sampling, ensuring a diverse representation of experiences. The data were analyzed using thematic analysis, allowing for the identification of key themes related to the academic, emotional, and social dimensions of their experiences. By capturing their narratives, this study sought to enrich the existing body of knowledge regarding the pandemic's effects on higher education, particularly within the realm of medical education, which demands a unique set of skills and resilience. The significance of this research lies in its potential to inform educational institutions, policymakers, and support services about the specific needs and experiences of college women in medical programs. It highlights the importance of acknowledging gender-specific challenges and the necessity for tailored support systems. Ultimately, the findings aim to guide the development of gender-sensitive policies and interventions that foster a supportive educational environment, enhancing the holistic well-being and academic success of these students. This research not only addresses immediate concerns but also contributes to a broader discourse on equity and inclusion in higher education, advocating for a more responsive and adaptive approach to the evolving needs of college women in medical fields.

Advancing inclusive practices in higher education: possibilities and limitations of a social justice professional development course

ABSTRACT Research on widening the participation of historically underrepresented university students tends to focus on student preparation and the structural adjustments needed to attract and retain them. Few studies have examined how to prepare university staff for the diversity of students that comes with such widening participation programmes. This paper contributes to this gap by discussing the impact that a professional development course on practising inclusion in higher education had on academic and professional staff participants’ understanding of equitable and inclusive practices. Using interview data, we found that participants developed a more nuanced and sensitive practice and greater confidence to act for change as they acquired new skills and knowledge associated with social inclusion practices, reflected on their professional identity changes, and gained critical insights into their roles. These findings support the need for this type of professional development to prepare all higher education staff to genuinely support university students from underrepresented groups. They also highlight the need for these professional development offerings to foster greater reflexivity about taken-for-granted assumptions, a deeper understanding of structural power and inequity in higher education, and higher education staff members’ capacity to enact change within these structures.

Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective

AbstractHigher Education (HE) can be a complicated and isolating experience for neurodivergent students. Many systemic barriers and injustices create challenges for the accessibility and inclusivity of learning environments and curriculums. However, with the appropriate accommodations, staff guided by neurodiversity-affirming practices, accessible curricula, and opportunities to connect with neurodivergent peers, it can be highly rewarding. Through 15 in-depth, lived-experience-informed interviews with neurodivergent HE students who are Autistic and/or ADHDers in Australia, we analyse experiences at different system levels. By validating the robust framework of ecological systems theory in this context, we extend the academic understanding and add to the limited research on HE experiences for this marginalised, often ignored, but important student segment. We discover pivotal micro-systems of curricula, assessments, reasonable adjustment plans, spaces, teachers, students, and support services. Further contributions are made through the first extension of ‘feedback loops’ into research of HE micro-systems, and descriptions of macro and chrono-systems. With many HE systems erected and emergent to cater to the student majority, illuminating the experiences of neurodivergent students with these intersecting HE systems provides concrete insights for leadership, teachers, and support staff to improve accessibility and inclusion in HE.

Engineering modelling requirements for integration of assistive technology as a pathway for inclusive education in the disability unit

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers. The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.

The Recipe of Cultural Intelligence and Racial Diversity in Predicting Food Neophobia: A Stepwise Regression Analysis Approach

This study explored how the cultural intelligence (CQ) and the racial/ethnic experiences of 172 undergraduate students from a Northwestern United States university influenced their levels of food neophobia. Two instruments, the Cultural Intelligence Scale (CSQ) and the Food Neophobia Scale (FNS), were used to collect observations from the sample population (Ang & Dyne, 2008; Pliner & Hobden, 1992). Demographic questions and those related to the racial/ethnic background of participants were also incorporated into the survey. The stepwise regression analysis revealed significant relationships between cultural intelligence, having more than one or multiple ethnic/racial backgrounds or experiences, and food neophobia scores. Findings suggested greater cultural intelligence and more exposure to ethnic/racial backgrounds or experiences are related to lower levels of food neophobia. These results underscore the importance of cultural competence and inclusivity in higher education to promote culinary diversity and minimize food neophobia. Colleges and universities must take note of these important dining findings, which are vital to enrollment and retention strategies and the well-being of their students.

Challenges and Technological Inclusion in Higher Education of the 21st Century

Challenges and Technological Inclusion in Higher Education of the 21st Century

Libraries and National Education Policy (NEP 2020) of India in higher education

Purpose This study aims to provide an overview of the National Education Policy (NEP) 2020, identify areas where libraries can play crucial role in effective implementation of NEP 2020 and explains the role of libraries in higher education for implementation of NEP 2020 in India. Design/methodology/approach For the purpose of the present research, the researcher has evaluated The “National Education Policy 2020” document consisting of 65 pages. The contents of NEP 2020 are evaluated to find out major areas of working for libraries and in the context of major areas, the crucial role which a library can play in implementation of NEP 2020 is described. Hence, the research methodology followed is “descriptive research method”. Findings NEP is bringing out tremendous positive changes in higher education in India. The changes can be effectively implemented with the help of libraries and library professionals to adapt to course, curriculum, research and infrastructure-related changes. The challenges of the 21st century in the field of higher education are related to personality development, strengthening of Higher Educational Institutions (HEIs), internationalisation of higher education, specific skills and values for students, motivation for researchers and teachers as well as for equity and inclusiveness of higher education can be effectively imparted by libraries and it can contribute as a catalyst for overall national development. Research limitations/implications The study covers NEP of India 2020 and the role of libraries in HEIs of India are described. Practical implications NEP 2020 and its implementation are mandatory in HEIs in India. All universities and colleges in India had started implementing India’s NEP 2020, and hence, accessing the role of libraries in higher education for the successful implementation of NEP 2020 is essential. Elaborating on the “Role of Libraries under National Education Policy 2020” of India, libraries play a very important role in implementing the NEP 2020 of India. The sub-chapters from 9 to 19 under Chapter III on higher education are thoroughly studied by the researcher and on the basis of the contents related to NEP in the higher education system of India, the library parameters that can identify the role of libraries in NEP 2020 are explained. Social implications Libraries contribute to “personal development” as well as “to inculcate certain prescribed skills and values”. “Interdisciplinary research” is intended to develop an active community of research in various disciplines as well as to increase the efficiency of both physical resources and human resources. Promoting interdisciplinary research is done through libraries. Many libraries have developed “inclusive education centres” to provide library facilities to visually impaired and disabled students. Originality/value Overall personality development, strengthening of educational institutions, optimistic move towards multidisciplinary education through identification of business skills and specific skills and values, internationalisation of education, a motivation factor for students, teachers and researchers as well as equity and inclusiveness in higher education are all the areas occupied by libraries. It is described elaborately and it is of social and educational value for all.

Intersectional cognitive schemas of diversity and inclusion in higher education

ABSTRACT Despite efforts towards diversity, equity, and inclusion in higher education, systemic oppression persists. This study reflects on how initiatives intended to foster inclusion interact with existing exclusionary mechanisms, impeding progress in equity projects. Specifically, we investigate the visual representation of diversity as an inclusion initiative and explore how the new diversity discourse is assimilated into established organizational cultures through intersectional cognitive schemas that help reproduce class, gender, race and ableist relations. Using a gendered lens to analyse university brochure photographs from five universities in Belgium, we identify the distribution of embodied dominant expressions of masculinity and femininity among white and non-white individuals across different professions. Our findings reveal a hierarchy of inclusion based on intersectional cognitive schemas that place non-white individuals under white women and those under white men. These schemas include meritocratic beliefs regarding the required capacities for each profession, with non-white women emerging as the most disadvantaged. The findings suggest that diversity and inclusion initiatives require critical re-evaluation, taking into account the intersectional and systemic nature of oppression.

Challenges and Technological Inclusion in Higher Education of the 21st Century

Purpose: Examining progress and developments in education aimed at developing digital skills and addressing contemporary demands of society, a multifaceted and ever-changing landscape is envisaged. From various perspectives and standpoints, efforts are made to find answers for a diverse and globalised society, characterised by ongoing social changes and constantly evolving tensions. Methodology: The methodology of the article is grounded in the reflective qualitative method. Sánchez Silva (2005) defines it as follows: "The reflective tradition privileges values, norms, and creates behavior patterns that favor an analytical and critical attitude aimed at reviewing and evaluating ideas, assumptions, theories, and conventional methods" (p.116). Moreover, according to Edmund Husserl (cited by Menéndez, 2012), reflection is fundamental in phenomenology, analyzing experiences in an organized way as one of its main tasks Results and Conclusions: The findings reveal a global and national trend towards advancing technology and enhancing competitiveness in both academic and professional realms. This trend is reflected in the adoption of innovative strategies and the fostering of relevant skills in various educational and corporate contexts. Moreover, there is an increase in collaboration between educational institutions and businesses, promoting a more participatory and collaborative approach to education and professional development. These initiatives align with sustainable development goals as they aim to drive inclusive and sustainable economic growth, as well as foster equal opportunities and innovation across society. Implications: This research provides implications for educational and government policy to continue to strengthen inclusion policies in higher education. Originality/value: This research offers novelty by reflecting on how technological inclusion impacts higher education.

Inclusion in Ukrainian universities from an inside perspective

This study investigates the state of inclusivity in Ukrainian universities, focusing on the perceptions of university staff amid the country's ongoing sociopolitical transformations. Here we report on the perceptions of 820 staff members from various professional roles, including academic, management, and support positions, this research explored inclusivity through diverse lenses, encompassing work experience, interactions with students with disabilities, and self-identification with vulnerable groups. Most respondents assessed a moderate to high level of inclusivity, indicating a positive overall outlook on inclusive practices within these institutions. Notably, perceptions of inclusivity vary slightly across different professional roles, with academic staff expressing a marginally lower level of perceived inclusivity than their counterparts. However, these variations are not statistically significant, suggesting a uniform perception across staff categories. Furthermore, the study revealed that personal experience in working with students with disabilities does not substantially alter staff perceptions of inclusivity. Similarly, self-identification with vulnerable groups only marginally influences these perceptions. This suggests that while individual experiences and identities are factors in inclusivity perceptions, their impact is not profoundly different. This research contributes to understanding inclusivity in higher education, particularly within environments undergoing significant social and political changes.

Paradigm Shift in Higher Education: National Education Policy (NEP 2020)

Education plays a crucial role in human development, serving the acquisition of knowledge and skills. The landscape of education in India has transformed, since independence. This transformation has touched upon various facets of education, reshaping its structure and priorities. The National Education Policy of 1986, along with a revised version in 1992, has been an integral part of educational discourse. The unveiling of the National Education Policy (NEP) in 2020 heralds a fresh vision for education in India. NEP 2020 envisions an education system starting from pre-primary to various aspects of higher education. The perspective of NEP 2020 is to cater to the unique capabilities of every student and their holistic development. NEP 2020 has opened doors to many initiatives for higher education that will impart quality education. NEP 2020 has proposed advancement in higher education: moving towards interdisciplinary and multidisciplinary education, faculty and institutional autonomy, various measures to enhance student experiences, formation of a single regulatory body for governing higher education, measures to include a large number of student enrolment by the means of online education and distance education. The researcher will highlight various recommendations of NEP 2020 concerning various suggestions enlisted in the policy for Higher education. The researcher will shed light on initiatives for multidisciplinary education, optimal learning environment, internationalization of higher education, equity and inclusion in higher education, and vocational education with effect from NEP 2020. The paper emphasizes the significant changes in higher education institutions, including the creation of multidisciplinary universities, colleges, and programs.

Realities on Participation of Scheduled Caste in India: The Benefits of Social Inclusion in Higher Education through Social Work Interventions

Abstract Education plays a crucial role in empowering individuals and building a society that is driven by knowledge. In India, higher education focuses on instilling values, attitudes and skills in students for their personal growth and the betterment of society. The core principles of higher education in India revolve around social justice, equality, democratic participation and equity. However, despite the constitutional promise of equality and social justice, the Indian social structure still adheres to the Caste system. This leads to social exclusion and creates a significant gap in access to quality education for marginalised groups, particularly the Scheduled Castes (SCs). This article examines the participation trends of SC students in higher education, highlighting the challenges within the education system and policies. It emphasises the need for inclusive education to empower SC students and uphold the principles enshrined in the Indian Constitution. Moreover underscores the value of social work intervention in encouraging the active involvement of SCs in higher education.

INCLUSIVITY IN HIGHER EDUCATION: ANALYSING THE IMPLEMENTATION OF NEP 2020 FOR MARGINALIZED COMMUNITIES IN INDIA

This study examines the implementation of the National Education Policy (NEP) 2020 and its impact on inclusivity in higher education for marginalized communities in Punjab, India. The research employs a qualitative case study approach, focusing on three districts—Amritsar, Ferozepur, and Moga—through semi-structured interviews with 50 stakeholders, including students, educators, and local government officials. Key findings reveal significant challenges in access to higher education, including financial barriers, inadequate digital infrastructure, and limited language support, which continue to hinder the inclusivity goals of NEP 2020. While there is a positive perception of scholarship schemes, their availability and complexity of access remain concerns. The curriculum is still perceived as elitist, and the support for marginalized students is viewed as insufficient. Implementation barriers such as inadequate educator training, bureaucratic delays, and awareness gaps further complicate the policy's effectiveness. However, success factors like community engagement, proactive local governance, and the use of digital learning platforms demonstrate potential areas for improvement. The study underscores the need for targeted interventions, increased financial support, and enhanced training to address these challenges. The findings provide empirical evidence to inform policy adjustments, ensuring that NEP 2020 fulfills its promise of creating an inclusive and equitable education system for all.

Reasonable accommodation and interdependence: revisiting the dynamics of disability inclusion in higher education in India

ABSTRACT The principle of reasonable accommodation according to Article 2 of the UNCRPD is defined as ‘necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms’. Exploring the relationship between inclusive policies enacted in institutions of higher education in India, and their impact on those who claim accommodation, we discuss the nature of care that informs and animates such interactions. Drawing on feminist disability studies scholarship on care, particularly, Akemi Nishida’s recommendation that care is inherently collective we analyse two sets of transactions selected for study as enabling care in patronizing and charitable manners, while simultaneously ignoring the politics of responding to and providing accommodations. We find that institutional responses to accommodation claims are less reflective of the socio-political and affective aspects integral to the RA principle. Instead, the focus seems to be on providing either technocratic solutions or interpreting RA claims as causing undue burden. By reading the RA principle through the lens of scholarship on interdependence, we aim to broaden the scope of adopting and interpreting the RA principle.

Equity in the Australian Higher Education System: An Examination of Trends in Policy Affecting the Participation and Outcomes of Higher Education Students

This paper reviews policies affecting domestic students in the higher education system in Australia over the last several decades. It examines the implementation and expansion of Australia’s student loan program and policies to encourage widening participation in the higher education sector among equity or target groups, including those from low socioeconomic backgrounds. Using quantitative data from Australian government and university sources as well as the Household Income and Labour Dynamics in Australia survey, this research seeks to assess whether equity and inclusion in higher education over this period has improved or been maintained. The findings show that while the conditions under which students are able to access higher education in Australia remain relatively generous, the participation rates of equity groups have not substantially improved over the last two decades. Further, the less advantaged circumstances of equity students continue to predict their outcomes prior to and beyond degree completion.

Free Speech and Inclusion in Higher Education: Systemic Vices and Near Future Considerations?

Free Speech and Inclusion in Higher Education: Systemic Vices and Near Future Considerations?

Equity and Social Inclusion in Higher Education: The Funding Dilemma in Public Universities in Kenya

Equity and social inclusion in education are core to the Sustainable Development Goal (SDG) 4. This goal recognizes that education is a human right that should be accessible to all, irrespective of socioeconomic status. Universities are uniquely placed to contribute to the 2030 Sustainable Development Agenda by guaranteeing inclusive and equitable education. As citadels of research, knowledge production, and innovation, these institutions are rationally obligated to steer the 2030 Agenda. Indeed, the growth of university education has contributed enormously to Kenya's economic development. Yet, to continue contributing to inclusive and equitable education, universities require finances to reorient, repurpose and refocus. Unfortunately, public universities in Kenya are presently experiencing challenges that threaten their contribution to sustainable development through SDG 4. Therefore, this paper sought to enquire whether funding is a dilemma to universities achievement of equity and social inclusion goals. Besides, the paper considered strategies to address access, quality, and management barriers to inclusive and equitable education in higher education. The paper used the argumentative approach to conclude that inclusive and equitable education in higher education is at the most risk due to the diminishing funding of public universities and the unilateral push by the International Monetary Fund (IMF) to overhaul some of these public universities. However, these institutions have the capacity to conduct research towards viable programs. Since funding does not appear as a dilemma to achieving equity and social inclusion in these institutions, this study recommends that the government should rethink the funding strategy in public universities by looking at other strategies like financial exposure awareness, development of principles, and change preparedness in order to enhance these institutions' potential to achieve SDG 4.