Description
We have published a research report that will help higher education institutions (HEIs) to develop inclusive policies and practice to improve the learning experience of all students, whatever their background or individual learning entitlements.
The report, Developing and embedding inclusive policy and practice in higher education, found that effective and inclusive cultural change will only happen if institutions focus not only on enhancing their policy and processes, but also on working with individual staff to encourage positive attitudes and practices.
Dr Helen May, Senior Adviser at the Academy and co-author of the report with Kath Bridger, said: “Over the course of 14 months the Academy conducted research to explore the experiences of ten institutional teams as they developed and embedded an aspect of disability equality or widening participation.
“Even though each university worked on its own specific initiative, and used different approaches, the research found that a number of common features were present across all the initiatives. For example, all the teams used more than one method to bring about inclusion, and they were holistic in their approach so that changes could be delivered across the institution.”
The report also found that team members became champions for the change process within their institutions and worked with many stakeholders to ensure their initiative was as successful as possible. Students were found to be vital to this process, and their experiences and input helped to convince staff of the need to change.
Sarah Howls, Head of Widening Participation at the Higher Education Funding Council for England, said: “The development of inclusive policies and practice is key to allowing institutions to effectively meet the needs of a diverse range of students. This report is to be welcomed for the guidance it provides to institutions across the sector to mainstream and embed such practices.”
Dr May added: “Inclusion needs to be treated as a mainstream issue. This means policy and practices need to move away from supporting specific student groups, towards those that are embedded across institutions and as part of ongoing quality enhancement for all students.
“The report describes the impact our programme has had on inclusive change and development for the ten institutions taking part in the research, and it makes clear recommendations which could help all UK institutions to benefit from these experiences.”
The recommendations from the report include:
For policy makers:
- encourage institutions to embed inclusion within every division of their organisation.
- listen to institutional experiences and challenges so as to tailor the provision of support to the sector.
For higher education institutions:
- acknowledge inclusion as part of an ongoing process of enhancement of the student experience, rather than as an additional consideration.
- take steps to ensure there is a common vision and understanding of inclusion and its associated practice across the institution.
For individuals:
- actively seek to engage students in developing inclusive practice and recognise them as partners and key change agents.
- seek advice and information about what you can do to promote change through your role.
