Developing and Embedding Inclusive Policy and Practice: Emerging Research Findings Kath Bridger, Res

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Developing and Embedding Inclusive Policy and
Practice Emerging Research FindingsKath
Bridger, Research Consultant and Dr Helen May,
Senior Adviser Higher Education Academy

10th September 2008
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Research Aims and Objectives

• Explore institutional teams experience of
  implementing a change initiative.
• Capture the journey travelled by team in managing
  and implementing their change initiative.
• Contribute to a greater understanding of the
  processes involved in developing inclusive policy
  and practice in HE institutions.

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Research Methods Employed

• Contextual analysis
• Non-participative observation
• Reflective questions
• Telephone / email contact
• Visits / interviews.

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Institutional Context Differences

• Diverse institutions
• Different initiatives
• Team membership
• Type of approach
• Outcomes.

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Addressing Organisational and Cultural Change
Strategic Approach

• Overview

Focus
Drivers
CULTURAL CHANGE
Language
Mechanisms
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1. Strategic Approaches

• Change was instigated at multiple levels
• Institution
• Departmental
• Individual.
• All teams undertook a multi-pronged approach,
  although applied different methodologies.
• Teams built an evidence base, to build a case for
  change or identify benefit / impact.
• Senior management and academics were targeted
  for change.

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2. Focus of Change

• Teams focused on changing both
• Institutional - policy structures processes and
• Individual - attitudes behaviour practice.
• Multiple strategic functions were targeted.
• Initiatives focused on academic practice.

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3. Drivers for Change

• External
• Political
• Legislation
• Targets / PIs
• Funding
• Policy
• Employer engagement
• Skills
• Lifelong learning

• Internal
• Institutional priorities
• Retention
• Expanding markets
• Demographics
• Part time
• Improving learning / teaching /
  assessment
• Corporate social responsibility

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4. Developing and Embedding the Language of
Inclusion

• Institutional articulation of values, vision and
  culture
• Developing and sharing a team understanding of
  inclusion at the outset of an initiative
• Modification of language to move away from
  deficiteg entitlement rather than need
• Tailoring the message for different stakeholders

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5. Mechanisms for Change

• Stakeholder engagementStaff - champions /
  advocates - communication - academic debate /
  dialogueStudents - consultation and/or
  collaboration
• Tailored continuing professional development
• Evidence-informed practice / resources
• Senior management leadership
• Performance management
• Quality management / quality enhancement

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Key Learning Points (1)

• Defining a shared vision of an inclusive
  university
• alignment with HEI mission created a lever
• articulation of vision used to engage staff
• Upholding a philosophy of inclusion
• interpretation and response to inclusion agenda
• articulation of inclusion in HEI
  mission/values/policy
• desire to move away from a deficit perspective

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Key Learning Points (2)

• Building an evidence-base
• To make the case for change
• To demonstrate impact
• Applying a systematic and holistic approach
• Taking a proactive approach
• To developing an inclusion institutional culture
• Providing leadership for inclusion
• Commitment and engagement

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Key Learning Points (3)

• Engaging internal stakeholders
• For awareness / understanding / ownership
• Targeting academic practice
• Recognising the impact of pedagogy on the student
  learning experience
• Maintaining channels of communication
• Benefit from ongoing communication
• Encourage open dialogue.

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Moving Forward

• Research report due Winter 2008/9
• Inclusion contacts database
• One day developmental summits 2009
• Engage with research observatory
• Research seminar series
• Resource bulletins.

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• For more information please contact
• Helen May helen.may_at_heacademy.ac.uk
• http//www.heacademy.ac.uk/ourwork/learning/disabi
  lity
• Kath Bridger
• kathb1_at_hotmail.co.uk