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Journal articles on the topic 'University inclusion practices'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Shevchenko, Y., and V. Kondratenko. "INCLUSION IN HIGHER EDUCATION: UNIVERSITY PRACTICES OF IMPLEMENTING INCLUSION." Scientific Bulletin Melitopol State Pedagogica 1, no. 32 (2024): 83–87. https://doi.org/10.33842/22195203-2024-1-32-83-87.

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Ramirez Bernal, Felipe. "The challenge of university teaching practices." Seminars in Medical Writing and Education 3 (March 17, 2024): 65. http://dx.doi.org/10.56294/mw202465.

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This article seeks to analyze how higher education institutions assume and incorporate inclusion into institutional discourse and how teachers incorporate it into their daily pedagogical practices, amid paradoxes and lack of knowledge of the elements needed to build an inclusive education. In this sense, this article aims to generate a reflection on inclusive processes in higher education, as well as to report on experiences that have enabled teachers at the Faculty of Education - to approach, understand and assume the inclusive phenomenon and recognize differences in professional training pro

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Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review IV, no. I (2019): 365–72. http://dx.doi.org/10.31703/gssr.2019(iv-i).47.

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Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices

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Umair, Ayub. "university Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review 4, no. 1 (2019): 365–72. https://doi.org/10.31703/gssr.2019(IV-I).47.

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Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices

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Yan, Se, Cheuk Yin Wai, Jia Zhang, et al. "Designing for Inclusion: A Comparative Analysis of Inclusive Campus Planning Across Australian Universities." Architecture 5, no. 3 (2025): 43. https://doi.org/10.3390/architecture5030043.

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Inclusive campus design is increasingly being recognised as a key component of sustainable and equitable higher education environments. However, limited research has been carried out on this topic, particularly examining university campuses in Australia. Hence, this paper examines how principles of inclusion are embedded in the spatial planning and architectural design of Australian university campuses. Focusing on a comparative analysis of six Melbourne-based institutions, Victoria University, the University of Melbourne, Deakin University, RMIT University, La Trobe University, and Monash Uni

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Mora, Ana Maria Moral, Inmaculada Chiva, and Carmen Lloret‐Catala. "Faculty Perception of Inclusion in the University: Concept, Policies and Educational Practices." Social Inclusion 9, no. 3 (2021): 106–16. http://dx.doi.org/10.17645/si.v9i3.4114.

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European universities must face the challenge of diversity and design inclusive practices to address it as part of their social responsibility. However, not all universities are doing the same in terms of diversity practices, so it is important to gather the perceptions of the protagonists. To this end, we have analysed university faculty’s perceptions using a mixed model with a concurrent methodological strategy, including an ad hoc questionnaire validated with 880 educators, as well as 17 semi‐structured interviews. The triangulation of these two instruments allowed us to analyse three key d

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Templeton, Emerald, Bridget Love, Beverly H. Davis, and Melvin Davis, Jr. "Illusions of Inclusion: University Policies that Perpetuate Exclusion of Students of Color." JCSCORE 2, no. 1 (2018): 87–115. http://dx.doi.org/10.15763/issn.2642-2387.2016.2.1.87-115.

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   The purpose of this paper is to explore the policies, practices and procedures of inclusion across three universities in the San Francisco Bay Area: Stanford University, the University of San Francisco, and the University of California at Berkeley. Using a rubric which measures inclusion based on a three point set of criteria (equity, sustainability, and mission-alignment), the authors analyzed four common statements in which inclusion policies for traditionally marginalized students and students of color are contained: university mission statement, diversity program missi

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Juan-Morera, Borja, Icíar Nadal-García, Belén López-Casanova, and Eva Vicente. "Self-Perception of Inclusion in an Inclusive Choir: An Analysis Using the Scale for the Assessment of Inclusion (SAI)." Behavioral Sciences 13, no. 9 (2023): 758. http://dx.doi.org/10.3390/bs13090758.

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Inclusion promotes equal opportunities, and aims to eliminate discrimination, by ensuring full access, participation, and representation for all individuals in society, with music playing a crucial role in addressing this global challenge, and fostering positive and inclusive change. The aim of this study is to identify perceptions of inclusive culture, policies, values, and practices in one specific inclusive choir in Spain. The sample consisted of 135 members, ranging from 18 to 79 years of age, of which 22.2% have recognised disabilities. All of them filled in the adapted Scale for the Asse

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Clavijo-Castillo, Ruth, Cristina Cedillo-Quizhpe, and Freddy Cabrera-Ortiz. "Cultures, policies and inclusive practices according to university students." Alteridad 19, no. 2 (2024): 258–69. http://dx.doi.org/10.17163/alt.v19n2.2024.09.

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Diversity in university students is a reality that we cannot ignore, and it has constituted a topic of interest in recent years. This article intends to analyze the progress of inclusive education at university level from the students’ perception according to three dimensions of inclusive education: creation of cultures, generation of policies and development of practices. In order to meet the objective, the Index for inclusion adapted to higher education was applied to 848 university students. Data was processed using descriptive statistics. The results indicate a significant appreciation of

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Kioupi, Vasiliki, Acquilina Wafula Nawire, Sally Musungu, Felister Nzuve, and George Giannopoulos. "Policy and Practice on Inclusive Higher Education in the UK and Kenya: A Theoretical Framework and Recommendations." Sustainability 15, no. 18 (2023): 13540. http://dx.doi.org/10.3390/su151813540.

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This article presents a study that was undertaken as part of a collaborative project between a UK university and a university in Kenya. The study aimed to investigate policies and practices of Inclusion and Inclusive Education in the two universities. Here, we present how Inclusion and Inclusive Education are conceptualized in the two geographical contexts, and review literature on Inclusion, Inclusive Education, disability, race and international/refugee students to develop a theoretical framework that we use to analyze the policies and practices of the two universities in two case studies. O

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Landone, Elena. "GIFTEDNESS E LINGUE STRANIERE ALL’UNIVERSITÀ: RIFLESSIONI PRELIMINARI VERSO LA MEDIAZIONE DELLA ETEROGENEITÀ." Italiano LinguaDue 16, no. 1 (2024): 436–49. http://dx.doi.org/10.54103/2037-3597/23853.

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In questo articolo condividiamo alcune riflessioni preliminari per immaginare l’inclusione a livello universitario degli studenti/esse con plusdotazione. La definizione della giftedness in relazione all’apprendimento delle lingue straniere ne delinea una rilevanza specifica nel percorso accademico e profila un bisogno speciale che dovrebbe stimolare l’università italiana a ri-concettualizzare, in generale, le proprie pratiche di inclusione verso una visione di mediazione della eterogeneità. Giftedness and foreign languages at University: Preliminary reflections towards the mediation of heterog

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Ashraf, Samina, Zahid Majeed, and Musarrat Jahan. "Promoting Inclusion of Students with Disabilities through Equitable Classroom Practices." Review of Education, Administration & LAW 3, no. 3 (2020): 471–83. http://dx.doi.org/10.47067/real.v3i3.93.

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Inclusive education has been recognized globally as a right of persons with disabilities since the early 19th century. Equitable classroom practice are considered essential element to satisfy the needs of students with disabilities in regular setting. The main purpose of this study was to explore the use of equitable classroom practices to meet the diverse needs of students with disabilities by their teachers and to facilitate their inclusion at the Universities of the Punjab. A mixed –method research design was used to conduct the study. The population of the study comprised of teachers teach

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Ashraf, Samina, Zahid Majeed, and Musarrat Jahan. "Promoting Inclusion of Students with Disabilities through Equitable Classroom Practices." Review of Education, Administration & LAW 3, no. 3 (2020): 471–83. http://dx.doi.org/10.47067/real.v3i3.93.

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Inclusive education has been recognized globally as a right of persons with disabilities since the early 19th century. Equitable classroom practice are considered essential element to satisfy the needs of students with disabilities in regular setting. The main purpose of this study was to explore the use of equitable classroom practices to meet the diverse needs of students with disabilities by their teachers and to facilitate their inclusion at the Universities of the Punjab. A mixed –method research design was used to conduct the study. The population of the study comprised of teachers teach

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Taddei, Arianna, Simone Aparecida Capellini, Elena Girotti, and Catia Giaconi. "The Inclusive University: Practices and reflections for student community well-being." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2024): 148–58. http://dx.doi.org/10.3280/ess1-2024oa17632.

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Following the 2030 Agenda (UN, 2015), the growth of an inclusive culture in higher education contexts contemplates the strategic value of promoting the university community well-being, starting from each person's contribution (Priestley et al., 2022). According to Article 30 of the UN Convention on the Rights of Persons with Disabilities (2006), providing opportunities to support study and university life means moving from a logic of needs to a logic of rights. In that sense, the University of Macerata promotes the psycho-physical and social well-being of its students, developing empowerment p

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Marilyn, Westwood. "International Faculty's Perspectives on Organizational Culture and Management: A Three-Step Action Plan." United International Journal for Research & Technology 3, no. 3 (2022): 18–23. https://doi.org/10.5281/zenodo.5847528.

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Abstract— The present study explores organizational culture and management practices at a Japanese university. The study employed a qualitative approach to gain insights into the organizational culture and leadership strategies employed in diversity management. Semi-structured interviews were held with adjunct international faculty members to reflect on their personal experiences under the current leadership and its implications on diversity management. Findings revealed that top-down management approaches were counter-effective in the university’s efforts to promote diversity. Thu

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Lawi, Chiza, and Kenneth Kapalu Muzata. "Inclusive assessment practices and their application in the inclusion of students with visual impairment in higher education in Tanzania." Eureka: Journal of Educational Research 3, no. 2 (2025): 183–91. https://doi.org/10.56773/ejer.v3i2.70.

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The agenda for inclusive education cannot be fully realised if inclusive assessment is ignored by education systems and its practitioners. This was a qualitative study that investigated the inclusive assessment practices employed for Students with Visual Impairment (SwVI) in one selected Tanzanian higher education institution. Using an intrinsic case study design, the study answered two main research questions on what assessment practices were used when assessing SwVI and how the assessment practices were applied. Twenty participants (20) were purposively sampled to participate in interviews,

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Nannyanzi Joyce Harriet, Muweesi Charles, Kyagulanyi Ronald, Kaweesi Muhamadi, and Bwowe Patrick. "Equity and Inclusion Correlates for Higher Education Financing in Uganda: Policies, Principles and Practices." Research and Advances in Education 4, no. 5 (2025): 1–9. https://doi.org/10.63593/rae.2788-7057.2025.07.001.

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This study investigated the impact of educational financing on access to higher education, with focus on equity and inclusion, by examining the available student financing opportunities available for students, evaluating the role of the available financing opportunities in promoting equity and inclusiveness, as well as analyzing the role higher education financing programs play in increasing access to higher education, with a case study of Soroti University. Results were obtained through semi-structured interviews with university students and key staff members. Findings indicated that students

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Rostovtsev, Evgeny A., and Dmitry A. Sosnitsky. "The First Commemorative Practices of Saint Petersburg University." Vestnik of Saint Petersburg University. History 69, no. 2 (2024): 251–66. http://dx.doi.org/10.21638/spbu02.2024.201.

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The article is devoted to an under-researched episode in the history of St. Petersburg University — commemorations of the first half of the 19th century. The article, on the basis of the archival sources, reconstructs the context of the preparation and subsequent conduct of solemn university ceremonies of 1838 and 1844. To create a comprehensive picture, the authors refer to the data from the periodical press and personal records in addition to archival sources and regulatory documentation. The authors come to the conclusion that the period of 1830–1840s was of fundamental importance for the c

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Paviotti, Gigliola, Ilaria D’Angelo, Simone Aparecida Capellini, and Catia Giaconi. "Inclusion in university contexts and the role of internships in the education of students with disabilities: Critical issues, perspectives and good practices." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2021): 197–218. http://dx.doi.org/10.3280/ess1-2021oa11912.

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The topic of university inclusion is today at the centre of the international and national debate. The reasons are related to a significant increase in the number of students with disabilities enrolled in university, as shown by the first report "Disability, Dsa and access to university education", presented these days by ANVUR (Italian National Agency for the Evaluation of the University system and Research) and CNUDD (National Conference of University Delegates for Disability). From this report, several steps forward for the inclusion of university students emerge, but also several critical

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Solis-Grant, María José, María José Bretti-López, Camila Espinoza-Parçet, et al. "Inclusion in the university: Who assumes responsibility? A qualitative study." PLOS ONE 18, no. 1 (2023): e0280161. http://dx.doi.org/10.1371/journal.pone.0280161.

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Society challenges higher education institutions and their members to generate inclusive communities to enable the full development of all members. This study aims to analyze who is responsible for generating inclusion according to community members from a traditional Chilean University. We carried out qualitative research based on the Grounded Theory. We collected data through focus group and semi-structured Interviews, involving 14 undergraduate students, two post-graduate students, 17 faculty members, five non-teaching staff members, and nine executives officers. All of thembelonging to the

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Ovink, Sarah M., and Ocqua Gerlyn Murrell. "University Diversity Projects and the Inclusivity Challenge." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312211364. http://dx.doi.org/10.1177/23780231221136471.

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Growing numbers of women; Black, Indigenous, and People of Color; and low-income/first-in-family students attend U.S. colleges. Although sought after by universities eager to establish diverse campuses, many minoritized students still report ambivalence about inclusion at predominantly White institutions (PWIs). Like many PWIs, Meadow State University (MSU) promotes commitment to diversity, equity, and inclusion (DEI). Yet little is known about how students perceive institutions’ DEI-related efforts. The authors conducted focus groups with 144 undergraduates to identify students’ perspectives

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Araújo Alves, Josemery, Maria Helena Venâncio Martins, and Ana Catarina Marçal da Piedade. "ENSINO SUPERIOR E PRÁTICAS INCLUSIVAS." Revista Diálogos e Perspectivas em Educação Especial 11, no. 3 (2024): e0240038. http://dx.doi.org/10.36311/2358-8845.2024.v11n3.e0240038.

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The research aims to analyze the perception of students with Specific Needs at the University of Algarve/Portugal regarding inclusion. Specifically, it analyzes inclusive practices, accessibility, the main barriers, and challenges faced by students in their academic lives. The sample (N= 32) is composed of a group of students assisted by the Support Office for Students with Special Educational Needs (GAENEE), aged between 19 and 40 years (M= 24.09; SD= 6.60). The participants answered a survey designed for the study available online. From the analysis and data interpretation, based on thematic

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Lister, Kate, Victoria K. Pearson, Tim Coughlan, and Felipe Tessarolo. "Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education." Education Sciences 12, no. 8 (2022): 571. http://dx.doi.org/10.3390/educsci12080571.

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Accessibility, inclusive teaching, and student support are multi-faceted; they are dependent on wider institutional factors, such as leadership, resource, systems, and culture. To be truly inclusive requires a whole institution approach, with voices, perspectives, and stakeholder buy-in sought from across the institution. This can be extremely challenging because these can be sensitive to myriad institutional, sector, and societal changes that can influence working practices, resource management, and capacity. In this paper, we analyse responses from three iterations of a biennial staff survey

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Teixeira, Maria Odília, and Márcia Laranjeira. "Inclusion and Well-Being Among National and Immigrant University Students in Portugal: Avenues for Participatory Research." Societies 15, no. 1 (2025): 7. https://doi.org/10.3390/soc15010007.

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In the context of European migratory flows, the inclusion paradigm gives education the responsibility of welcoming, integrating, and training students in an environment that defends humanistic values of equity, respect and dignity. In higher education, this requires institutions to implement inclusive educational policies, promote supportive cultures, and adopt practices that promote change, development, and individual and social well-being. This study examines inclusion variables and their relationship with well-being in a sample of 256 higher education students, including immigrant (n = 107)

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Schwittay, Anke F. "The financial inclusion assemblage: Subjects, technics, rationalities." Critique of Anthropology 31, no. 4 (2011): 381–401. http://dx.doi.org/10.1177/0308275x11420117.

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This article introduces financial inclusion as a global assemblage of subjects, technics, and rationalities that aim to develop poor-appropriate financial products and services. Microfinance forms the foundation, but also the boundary of the assemblage, which is premised on the assumption that the 2.7 billion poor people in the world who do not currently have access to formal loan, savings, and insurance products are in need of such offerings. The work of the Institute for Money, Technology and Financial Inclusion at the University of California, Irvine, with its emphasis on ethnographic resea

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KOLESNYKOVA, T. O. "University Libraries on the Path to Enhancing Equity, Diversity, Accessibility, Inclusion." University Library at a New Stage of Social Communications Development. Conference Proceedings, no. 9 (December 28, 2024): 5–8. https://doi.org/10.15802/unilib/2024_319189.

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In this issue, our distinguished authors share their thoughts, ideas, and concerns about the role of higher education institution (HEI) libraries in promoting equality, diversity, accessibility, and inclusion in today's society. Conversations around this topic are not a new focus in HEI libraries. Librarians create and strive for improvement in developing a comfortable and welcoming environment (online and offline) for all students, faculty and staff. Librarians care about the diversity and accessibility of collections and services. But in this time of uncertainty, university communities want

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Fossland, Trine, and Driss Habti. "University practices in an age of supercomplexity: Revisiting diversity, equality, and inclusion in higher education." Journal of Praxis in Higher Education 4, no. 2 (2022): 1–10. http://dx.doi.org/10.47989/kpdc355.

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Nawire, Acquilina Wafula, Sally Musungu, Vasiliki Kioupi, Felister Nzuve, and George Giannopoulos. "Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution." Education Sciences 15, no. 1 (2025): 49. https://doi.org/10.3390/educsci15010049.

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This article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive education is a complex subject and often the focus is particularly placed on learners with disabilities, but this study explored several layers of diversity. The objective of this study was to investigate the views and experiences of students and staff on policies and practices of inclusion and incl

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Kolesnykova, Tetiana. "University Libraries on the Path to Enhancing Equity, Diversity, Accessibility, Inclusion." University Library at a New Stage of Social Communications Development. Conference Proceedings, no. 9 (December 28, 2024): 5–8. https://doi.org/10.15802/unilib/2024_319189.

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In this issue, our distinguished authors share their thoughts, ideas, and concerns about the role of higher education institution (HEI) libraries in promoting equality, diversity, accessibility, and inclusion in today's society. Conversations around this topic are not a new focus in HEI libraries. Librarians create and strive for improvement in developing a comfortable and welcoming environment (online and offline) for all students, faculty and staff. Librarians care about the diversity and accessibility of collections and services. But in this time of uncertainty, university communities want

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Colmenero Fonseca, Fabiola, and Ivonne Mella Vidal. "Experiences of the INCLUDEC-UDEC program, construction of inclusive policies and practices." VLC arquitectura. Research Journal 10, no. 2 (2023): 121–49. http://dx.doi.org/10.4995/vlc.2023.18861.

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In Chile, since the ratification in 2008 of the Convention on the Rights of Persons with Disabilities (UN 2006), laws and regulations have been developed in this area, being essential in them to guarantee accessibility. The purpose of putting these guarantees into practice for a group of university students with disabilities at the University of Concepción, in Chile is that in 2014 the INCLUDEC (Interdisciplinary Program for Inclusion) was created, whose objective has been to promote an intersectoral view on the inclusion of people with disabilities. This article describes the contributions of

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Dele, Anifowose Oluwafemi, Ngah Rohana, and Abdullah Hasnie. "Student-Staff Partnerships, Internally Generated Revenue and Financial Inclusion towards Entrepreneurial Venture in Nigerian Universities: Systematic Review of Literature." Information Management and Business Review 15, no. 4(SI)I (2023): 586–602. http://dx.doi.org/10.22610/imbr.v15i4(si)i.3640.

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This systematic review of the literature includes an assessment of student-staff partnership, internally generated revenue (IGR), and financial inclusion in Nigerian universities with an eye toward entrepreneurial ventures. Financial inclusion promotes the development and entrepreneurial ventures. There have been studies on IGR student-staff partnerships and financial inclusion in Nigerian universities. This study synthesizes and evaluates previous research. During the systematic review, academic databases are searched. Fifty eligible studies were examined. We shed light on the student-staff p

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Basco, L., and B. W. L. Derhy Kurtz. "INCLUSION IN HIGHER EDUCATION THROUGH THE (INTER)CULTURAL VALUES AND PRACTICES OF STUDENTS STUDY OF REPRESENTATIONS IN FRANCE AND ARMENIA." Modern Psychology 4, no. 2 (9) (2021): 88–95. http://dx.doi.org/10.46991/sbmp/2021.4.2.088.

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The article presents the results of a comparative study inclusion in higher education through the (inter) cultural values and practices of students from France and Armenia. The problem of inclusion in higher education is always relevant, as it is necessary to understand how this is possible so that all students can fully participate in their studies and, thus, succeed at the university. In the course of a long-term interview with students of the two countries, questions were formulated that are related to the subjects studied, to university education and the atmosphere, the development of the

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Oetjen, Birte. "Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers." Education Sciences 13, no. 5 (2023): 523. http://dx.doi.org/10.3390/educsci13050523.

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Inclusive internal resources moderate teachers’ mental health and predict teachers’ inclusive practices. Therefore, it is important to enhance inclusive internal resources during the beginning of initial teaching experiences. Applying the job demands–resources (JD-R) theory to explain strain and the theory of planned behavior to elucidate behavior, it can be assumed that teachers’ inclusive resources lead to a reduction in negative strain, an increase in positive strain and efficient (intended) inclusive practices as occupational outcomes. However, there is a lack of scientific evidence to sup

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Massouti, Ayman. "A New-Institutional Analysis of Inclusion Policy Enactment in Teacher Education: A Case from Ontario." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 17–30. http://dx.doi.org/10.7202/1075670ar.

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This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodo

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Garces, Liliana M., Brianna Davis Johnson, Evelyn Ambriz, and Dwuana Bradley. "Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion." American Educational Research Journal 58, no. 5 (2021): 1032–69. http://dx.doi.org/10.3102/00028312211027586.

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Guided by legal, sociolegal, and higher education concepts, we use an embedded case study of university administrators at a public institution to examine how they negotiate and institutionalize principles of freedom of expression and inclusion in responses to the proliferation of on-campus hate speech following the 2016 U.S. presidential election. Our findings reveal that an institution's legal context and administrators’ interpretations of law and law-related pressures shape their understanding of hate speech–related incidents, and the permissible responses, in ways that make it nearly imposs

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Phipps, Catherine. "“We Already Do Enough Around Equality and Diversity”: Action Taken by Student Union Officers to Promote LGBT+ Inclusion in University Sport." Sociology of Sport Journal 37, no. 4 (2020): 310–18. http://dx.doi.org/10.1123/ssj.2019-0119.

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Sport is often considered an important part of United Kingdom (U.K.) university life. However, a limited amount of research has explored inclusion in university sport, particularly considering student union officers’ perceptions. As part of a wider study on LGBT+ sport, a U.K.-wide survey was conducted with officers, alongside focus groups at four institutions. Findings suggest further action can be taken to increase sports’ accessibility. Despite evidence of discrimination toward LGBT+ students, accessible practices were not prioritized at all institutions. For instance, equality policies and

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Kwao, Moses Paafio, and Lineo L. Toolo. "Efficacy of Quality Assurance Practices in Promoting Diversity and Inclusion In Higher Education Institutions." International Journal of Scientific Research and Management (IJSRM) 13, no. 07 (2025): 4147–57. https://doi.org/10.18535/ijsrm/v13i07.el01.

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The growing concern for QA in Ghana is driven by the rapid increase in the number of HEIs and the surge in enrolment figures, which have not been matched by a corresponding rise in resources and infrastructure. An increasingly diverse student population further complicates the quality debate in HEIs. The study aimed at exploring efficacy of QA practices in promoting diversity and inclusion in HEIs. Descriptive survey design was used for the study. Purposive and convenience sampling technique was used in sampling 338 students from the various universities. A google form of questionnaire was des

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Navarra-Madsen, Junalyn. "Deciphering Baseline Rates in Developmental Mathematics Education Through the Lenses of Justice, Equity, Diversity, and Inclusion." International Journal of Studies in Education and Science 6, no. 1 (2024): 19–28. https://doi.org/10.46328/ijses.132.

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Around fifty-five and twenty-three percent of US students entering two-year community colleges and four-year higher education institutions, respectively, are not ready for college courses. This process is quite costly, costing up to an estimated $7.5 billion a year. This retrospective research project will focus on Developmental Mathematics Education at Texas Woman’s University, the largest university system focused on women as well as a Hispanic-Serving Institution. A decade-long developmental mathematics education data set is used to decipher the baseline rates such as pass rates (with grade

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Shahzadi, Sadaf, and Kausar Abbas. "Understanding the Impact of Behavioral Intentions on Financial Inclusion: A Mediated Analysis of Perceived Effectiveness, Risk, and Benefits among University Students in Pakistan Using Smart-PLS." Journal of Asian Development Studies 14, no. 1 (2025): 182–95. https://doi.org/10.62345/jads.2025.14.1.14.

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This study stated that behavioral intentions depend upon the knowledge of financial inclusion by using three intervening variables: perceived effectiveness, perceived risk, and perceived benefits. Thus, the relations between these concepts were seen while providing valuable knowledge about those driving factors among the students in this understanding process regarding financial inclusion. A sample of 530 university students from different universities across Pakistan has been used for this study. A structured questionnaire was used to collect data. The result suggested that behavioral intenti

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Beneton, Nadine Sant'Anna, Willian José Ferreira, Marcelo dos Santos Targa, and Vicente Rodolfo Santos Cezar. "Sustainability, social inclusion, and governance: analyzing ESG practices at an urban public university in São Paulo, Brazil." Ambiente e Agua - An Interdisciplinary Journal of Applied Science 20 (January 10, 2025): 1–16. https://doi.org/10.4136/ambi-agua.3016.

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The growing global emphasis on environmental, social and governance (ESG) principles has driven higher education institutions to adopt more sustainable and socially inclusive practices. However, a lack of metrics and regular reporting often limits the ability to assess the true impact of these initiatives. This study critically examined ESG practices at a public urban university in São Paulo, focusing on the Department of Agricultural Sciences (DAS). Using a case study approach, the research employed a systematic literature review, document analysis and on-site observations to assess how ESG p

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Amazan-Hall, Khaila, Jen Jen Chen, Kathy Chiang, et al. "Diversity and Inclusion in Esports Programs in Higher Education." International Journal of Gaming and Computer-Mediated Simulations 10, no. 2 (2018): 71–80. http://dx.doi.org/10.4018/ijgcms.2018040104.

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The last 2 years have witnessed a tremendous rise in esports in the US and, with it, a growing concern about the lack of diversity and its underlying probable cause: toxicity toward women and minorities. The popularity of this new pastime among undergraduates has skyrocketed and club leagues are quickly transitioning into collegiate sports, leaving universities to rapidly catch up with student demand in order to attract and keep a technologically-adept incoming student body. The University of California, Irvine has become a leader in collegiate esports programs, boasting a centrally located, d

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Taylor, Christopher Stuart, and Grace A. Gomashie. "Moving Beyond Diversity." Atlantis 45, no. 1 (2024): 39–51. http://dx.doi.org/10.7202/1114671ar.

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This paper argues that concrete actions are needed to address anti-Black racism and foster Black inclusion in Canadian higher education. These pertinent actions should target the systemic barriers faced by Black students when accessing post-secondary institutions. Through our reflections on current admissions practices of research-intensive Ontario-based universities, this paper highlights how currently used frameworks of diversity and inclusion may not be effective in disrupting the myth of meritocracy and mitigating systemic barriers faced by Black undergraduate applicants. We recommend that

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SANDOVAL, Marta, Carmen MÁRQUEZ VÁZQUEZ, Cecilia SIMON, and Alma M. SANDIGO. "Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs." Revista Brasileira de Educação Especial 26, no. 4 (2020): 551–54. http://dx.doi.org/10.1590/1980-54702020v26e0059.

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ABSTRACT: This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty fr

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Papadopoulos, Timothy C. "The impact of inclusion policy on educational psychology practices: The Cypriot reality." Educational and Child Psychology 19, no. 2 (2002): 33–45. http://dx.doi.org/10.53841/bpsecp.2002.19.2.33.

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AbstractThe present paper provides a framework to understand the deployment of educational psychology practices in Cyprus and their current role in a unified educational system. It begins with an overview and general outline of the foundations and a rationale for educational psychology activities in the Cypriot schools today, by providing the appropriate historical background. The role of the Cypriot Psychological Association (CPA) and that of the University of Cyprus are discussed as influential in expanding the educational psychology profession and reformulating the legislation to increase s

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Tomyuk, Olga, Margarita Dyachkova, Anna Shutaleva, Anastasia Novgorodtseva, and Andrei Dudchik. "Bilingual practices as a means of intercultural communication under the globalization." SHS Web of Conferences 69 (2019): 00106. http://dx.doi.org/10.1051/shsconf/20196900106.

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The article is devoted to the problem of intercultural communication and identifying the significance of bilingual practices in the context of globalization. A review of the research on this issue proposes to consider bilingual practices as a means of intercultural communication. A review of the research on this issue proposes to consider bilingual practices as a means of intercultural communication. It is proved that the basis of bilingual practices of students of the university is social action. The results of a theoretical analysis of the problem and practical activities in this area confir

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Caroline, Abiaziem. "Improving diversity and inclusion in higher education: Vision and practical strategies." International Journal of Applied Research 6, no. 1 (2020): 73–82. https://doi.org/10.5281/zenodo.4015973.

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Diversity and inclusion have received attention in most higher education institutions in recent times. The purpose of this triangular qualitative case study was to explore the experiences and challenges of minority students in a four-year degree program of a faith-based university. The study was conducted in accordance with ethical research standards, institutional review board approval and participant’s consents. The theory of choice was the organizational change theory. The study explored how, over time, the institution had handled the issues of diversity, and what the employees percei

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Rodríguez, María Aurora Tenorio, José González-Monteagudo, and Teresa Padilla-Carmona. "Employability and Inclusion of Non-traditional University Students: Limitations and Challenges." IAFOR Journal of Education 9, no. 1 (2021): 133–51. http://dx.doi.org/10.22492/ije.9.1.08.

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In recent decades employability has become more visible and is part of the agenda of European universities, leading to a closer link between higher education and the labour market. In this context, the objectives of this study are: to analyse the approach to employability developed by the university; to find out the influence of employability policies on non-traditional students; and the alignment of the development of employability with the democratic mission of the university. Qualitative research has been carried out at one public university in Southern Spain, based on 40 in-depth interview

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Iswari, Ni Made Yukta, Desak Ketut Indrasari Utami, and A. A. Ayu Suryapraba Indradewi Karang. "A Survey of Knowledge and Practices of Balinese Culture Sleep Hygiene Modification among Health Faculty Students at Hindu Indonesia University." International Journal of Research and Review 10, no. 12 (2023): 542–54. http://dx.doi.org/10.52403/ijrr.20231257.

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Background: Sleep disorders were reported among 15−35% of adolescents and adults’ population. Around 27% of college students potentially experience at least one sleep disorder. Poor sleep quality is one of the negative impacts of sleep disorders. Sleep hygiene or good sleeping habits are essential to get good sleep quality. Balinese culture has its own rules on sleeping habits related to sleep hygiene. Good knowledge and practices of Balinese culture sleep hygiene modification are expected to improve sleep quality. Methods: The study design of this research is cross sectional descriptive obser

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Velasco, Laura E. De Luna, Antonio Hernandez Fernandez, and Isabel Maria Ferrandiz Vindel. "University Practice As A Key Factor In Increasing The Sensitivity To Educational Inclusion." Contemporary Issues in Education Research (CIER) 5, no. 5 (2012): 379. http://dx.doi.org/10.19030/cier.v5i5.7472.

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The present article is based on research carried out in three universities, the University Center South (Cusur, Mexico), Jaen and Cuenca (Spain) on the influence of university practice in the development of sensitivity towards inclusive education in our students the first years of the Diploma in Education, using the subject "pedagogical basis of special education" and the equivalent Cusur and Cuenca. With the idea that the practices of the subject are the ideal time to promote positive attitudes towards inclusive education a questionnaire to collect data prior to the four month long activities

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Hernández-Lloret, Carmen-María, José-Luis Álvarez-Castillo, Luis Espino-Díaz, Hugo González-González, and Gemma Fernández-Caminero. "Diversity and Research in Spanish Universities. Weaknesses, Strengths, and Good Practices for Inclusive Research." Journal of Education Culture and Society 15, no. 2 (2024): 723–45. http://dx.doi.org/10.15503/jecs2024.2.723.745.

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Aim. Diversity and inclusion are part of the third mission of higher education institutions. One of the dimensions that must be considered in the process of institutionalising inclusion is research. Inclusive research allows for critical research and reflection on certain fundamental issues on the road to democratic citizenship, making a positive impact on people's lives while contributing to social change and transformation. However, the literature has evidenced barriers in the institutionalisation effort, such as those posed by the market conception. In this context, the study presented here

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