According to UNESCO in their 2009 World Conference on Higher Education the focus of future educational policies should be on improving access and equity in higher education, recognizing the importance of continuous work towards the inclusion of diversity and ensure growing opportunities for minority groups. This article presents a theoretical and empirical review of educational and social inclusion in Higher Education. It defines and analyzes five dimensions which have been the most commonly studied in tertiary education institutions as they represent the minority groups which are mostly observed in educational settings, as described by literature. The dimensions included are sex-gender, ethnic minorities, religion, disability and vulnerability, whilst taking into consideration how these dimensions interact and influence the educational experiences of students in Tertiary Education. It reviews research done on policies, access and experiences of inclusion and discrimination of these dimensions, and the importance of having diverse groups of students in the classroom.

Introduction During the last century, the inclusion of all kinds of diversity became a social imperative in all social spaces but above all in some institutions such as the educational ones. Among these, inclusion has been least studied in the tertiary education organizations. This communication proposes and evaluates the psychometric properties of a new instrument, named Inclusive Management in Tertiary Institutions Scale (IMTIS), to assess inclusive management in universities. Method The researchers used a quantitative research model through survey. We based on the Index for Inclusion to design the IMTIS. We first submitted it to the assessment of experts. Then we applied the resulting version in an online survey including a sample of 1557 students from two universities and 121 different undergraduate careers. A panel of experts judged the content validity of the instrument. Participants answered the IMTIS after informed consent. We used confirmatory factor analysis to assess the construct validity of the instrument. We also evaluated the reliability of the measurements. Results From a kit of 33 originally proposed items, we obtained a version of 22 items with CVR between 0.60 and 1.00, and a IVC = 0.78. The confirmatory factor analysis showed that the six-factor solution had a better adjustment than the one and three factors solutions (RMSEA = 0.059; CFI = 0.947; TLI = 0.937). The McDonald ω coefficients were between 0.864 and 0.922. Conclusion The results deliver evidence that supports the validity and reliability of the IMTIS measurements to carry out research and diagnosis of inclusive management in higher education institutions.

The inclusion of diversity in clinical trainingBackground: Educational inclusion, a concept that has changed over time, is becoming relevant. It initially considered only disability and now contemplates education for all people. Educational inclusion has special relevance in health care workers' training, who will have direct contact with heterogeneous populations, where diversity-oriented treatments are required. Aim: To describe how diversity is integrated into health care training in a clinical context. Material and Methods: A qualitative study, based on Grounded Theory. Two group interviews and thirteen semi-structured interviews were conducted among 11 teachers and 25 students of health careers. Data was analyzed using Atlas-ti 7.5.2. A constant comparison method, reaching an axial coding level, was used. Results: The category of training in health careers in the context of diversity emerged. It is a process that operates in cognitive, affective and behavioral dimensions. It accounts for the diversity of system actors and the model of a health professional and teacher facing diversity. Conclusions: These dimensions should be understood during clinical training. Socio-cultural diversity encompassing gender, sex, ethnicity, religion and disability should be considered. Therefore, educational inclusion is an important issue to be considered by universities.

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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 three campuses of the University. We analyzed data using ATLAS.ti 7.5.7, using the constant comparison method and reaching an axial codification level. From the data analysis, 25 subcategories emerged, grouped into six categories. Later we organized them under the codification paradigm. Results highlighted the perception of the interaction and influence of the social, institutional, and personal fields in the inclusion phenomenon. Also, that inclusive practices must be a responsibility shared among different educational community members.