Developing Inclusive Cultures in Higher Education Dr Helen May Higher Education Academy

Aims of the session  To learn more about and key findings from the Academy’s Developing and Embedding Inclusive Policy and Practice Programme  To reflect on your progress as an institution in developing an inclusive culture.  To share practice with others for furthering the development of an inclusive culture.

Change Programme: Features ■ Change initiative defined by institutions ■ Facilitative programme ■ Longitudinal programme of engagements ■ Involving institutional teams ■ Working alongside other institutions ■ Promoting the development of evidence- informed practice ■ Seeking to share the learning with the sector through research.

Participating Institutions  Anglia Ruskin: Equality proofing the curriculum  Bradford: Learning, teaching & assessment practices  Hull: Impact assessments and academic approvals  Leeds Trinity: Success for all  MMU: Curricular for the 21 st Century learner  OU: WP and e-learning  QMUL: WP and students’ writing  Sheffield Hallam: Integrating equality & diversity  Westminster: Inclusive curriculum practices  Worcester: Inclusive curricula in HE

Why use inclusive practice?  To meet equality legislation.  To respond to Government/HEFCE priorities.  To enhance the quality of student learning experience.  To improve student satisfaction.  To increase student retention and success.  To help implement HEI mission/corporate objectives.  To respond to changing demographics and develop new business opportunities.  To enhance academic professional practice. From Developing and Embedding Inclusive Policy and Practice (May & Bridger, 2009)

Common Features of Approach Features of approach Multi- pronged Systematic and holistic EmbeddedProactiveLongitudinalIterativeEmpirical

Towards an Inclusive Culture Use a multi-method, tailored approach with different stakeholder groups. Build a robust evidence base to identify priority areas and/or demonstrate the case for, and impact of, change. Simultaneously change institutional policy and procedures as well as individual attitudes and practice.

A continuum of approaches to inclusive practice…… Modified provision Student assimilation into existing system Alternative provision Arrangements made within the curriculum for particular individuals Inclusive provision Anticipatory /flexible arrangements within the curriculum for everyone. Waterfield and West (2006); Fuller et al (2009)

Process for Managing Change  Institutional change  Can be considered a project management task.  Defined scope, aims/objectives, target areas/ stakeholders, timescales, impact.  Individual change  Process of winning ‘hearts and minds’.  More challenging to plan for and measure.  Requires a strategic, ongoing process; an embedded approach and acknowledgement that responsibility is shared.

Institutional Change Aiming for widespread use of inclusive practice Ensure a shared vision and inclusive philosophy Review & develop policy Embed equality impact assessments Changes to management processes (quality, performance, validation) Changes to induction Exploit existing change Individual Change Aiming to promote understanding & action Form advisory or working groups Work with influencers or advocates Continuing professional development Ongoing dialogue Dissemination of information and practice Conduct research Resources and materials

Task: Planning a change in culture Discover: What is working well? Dream: What would it be like if all areas work as well as this? Design: What are the first steps towards making this happen? Deliver: How will you know when you’ve been successful?

Contact details: Dr Helen May Senior Adviser Higher Education Academy

Squaring the Circle: Putting research at the heart of the equity agenda  Who should be doing research?  How can staff be encouraged to engage with research so as to create an environment in which policy and practice is evidence informed?  How can evaluation enrich practice?  What is good equity research?