A Framework to Measure Inclusion

Abstract

Inclusive learning environments create a well-rounded education that initiates and amplifies the diverse experiences of all students. In higher education, this requires that all learning spaces, from the point of onboarding and classrooms through social clubs and completion, are designed in ways that promote the active participation of learners, and that students feel a sense of purpose, belonging, and safety to engage fully in the academic process. Institutions working to integrate and assess inclusive teaching and learning need to carefully consider their institutional mission and understand the history and potential challenges of developing systemic, structural inclusion within their organization. Successfully measuring inclusion requires clear operational definitions and comprehensive evaluation that includes both quantitative and qualitative assessment. This chapter reviews the importance of creating an inclusive environment in higher education, the barriers that arise, and the need for reliable and valid means of measuring its effectiveness.

Cross-Cultural Communication in Management: A Review of Strategies Enhanced by French Language and Multicultural Education

“…Making a compelling case for the positive impact of multicultural education on employee engagement, innovation, and overall organizational success can facilitate the allocation of resources. Additionally, the measurement and evaluation of these initiatives pose a difficulty, requiring the establishment of meaningful metrics and evaluation frameworks to demonstrate tangible outcomes and the effectiveness of multicultural education programs in fostering a diverse and inclusive workplace (Jobe et al, 2022;Williams et al, 2005).…”

Transforming doctoral mentoring expectations and culture: An action model approach

“…This provides evidence of where problems are, but it does not inform as to why they exist or what was working well for strong faculty (Buller, 2012; Morgan, Jobe, Konopa, et al, 2022). While doctoral education serves a variety of stakeholders and purposes, a key issue pertinent to the current study was the need for inclusive and engaging approaches to assessment and university practices to foster improved culture and academic outcomes (Jobe et al., 2022). Recently, Walden University has implemented an action model approach to planning, assessment, and evaluation to better understand what can be improved in doctoral faculty expectations and committee culture and what is needed to make changes work.…”