Developing an Inclusive Culture in Higher Education Institutions Steve Rayner & Mary Fuller 2011.

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Developing an Inclusive Culture in Higher Education Institutions Steve Rayner & Mary Fuller 2011

FOLLOW—ON FUNDING BID for an ‘outstanding’ T.L.R.P. project entitled ‘Enhancing the quality and outcome of disabled students’ learning in higher education’ Research Grant, RES (Fuller et al., 2008)

The ESRC FoF Scheme: Research Bid (2011) Five UK University teams to participate in the KTIG project aimed at generating and distributing a process of engagement in change leadership (CL) focusing upon developing and embedding inclusive curricula in higher education. To INVOLVE: Knowledge transfer Change leadership Impact generation

KTIG Model: self-sustaining CL & distributing PAR L1 KNOWLEDGE GENERATION / STAKEHOLDER INTERPRETATION L4 KNOWLEDGE TRANSFER / STAKEHOLDER RE- INTERPRETATION L2 IMPACT GENERATION / MISSION / FOCUS CULTURE CHANGE L3 IMPACT TRANSFER / IMPLEMENT STRATEGY / POLICY PROTOCOLS

Milestones / Deliverables (quarterly) Project Timetable for Deliverables 1-3 Start-up sessions at an HEA event as prelude to KTIG Project Team Launch Day with Project participants at Oxford; 4-6Stage 1 Confirm, design & implementation of field-work within and with KTIG Teams; Data generation and collection involving KTIG Teams / Project Team (Level 1) 6-7Reflexive action / pro-action & further data collection (Level 2) 7-9Stage 2 Change Leadership, data generation and collection (Level 3); Interim Project Report Stage 3 KTIG Team Reports on TKIG Project Schemes; KTIG Team project evaluation; KTIG Team Dissemination Day at Oxford (Level 4) 12-15Final Report and related Dissemination Activity * Levels as defined in the KTIG Model

Pragmatism: method and practice? It’s about you! Approaches to Change Leadership (CL)? Tactics Teams & Transitions... to get people to question and break established patterns in thinking as well as in actions, make them dare to try something different and gradually establish new institutionalized behaviour. Sandberg., J. & Targama, A. (2007) Managing Understanding In Organizations. London: Sage. Strategies?

Early Lessons: Engaging & Enabling Inclusive Leadership (Rayner, 2007)

Managing Inclusive Leadership LEVEL 1 INCLUSION IMPACT AREAS LEVEL 2 PERFORMANCE DOMAINS LEVEL 3 SUCCESS QUALITIES LEVEL 4 POLICY PROTOCOLS LEVEL 5 CORE FOUNDATIONS

Embedding Inclusive Curricula: First Principles - structures, agency & understanding 1.Engagement: problematising & reflexive review for focused intent 2.Participatory Action Research: distributing & sustaining leadership? 3.Actions: methods, steps & managed outcomes 4.Impact Zones: Learner diversity/ curriculum access Parity of esteem/participation Partnership /Service compacts Support for learning networks