A<i>scholarship of social inclusion</i>in higher education: why we need it and what it should look like

Forsyth, Hannah; Cairnduff, Annette

doi:10.1080/07294360.2014.975902

Cited by 9 publications

(4 citation statements)

References 3 publications

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“…Forsyth and Cairnduff (2015), for example, argue that work needs to be done to understand better the disconnect between diverse populations and their institutions, and to develop adequate analytical tools with which to assess and understand these disconnections. Other studies emphasize that all institutional actors are responsible for inclusion, pointing toward the need to develop a systemic culture of inclusivity (Moriña Díez, López Gavira, & Molina, 2015;Hughes, Corcoran, & Slee, 2015).…”

Section: Institutional Commitment and Managementmentioning

confidence: 99%

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

Lawrie¹,

Marquis²,

Fuller³

et al. 2017

T&LI

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The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.

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Section: Institutional Commitment and Managementmentioning

confidence: 99%

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

Lawrie¹,

Marquis²,

Fuller³

et al. 2017

T&LI

View full text Add to dashboard Cite

show abstract

“…Social inclusion is located within different ideologies and philosophies (Forsyth & Cairnduff, 2015;Gale & Hodge, 2014;Gidley et al, 2010). For example, Gidley et al (2010) claim that "social inclusion interventions are identified and situated according to their apparent underpinning ideology".…”

Section: Social Inclusion Frameworkmentioning

confidence: 99%

Institutional Culture Change

Bopape¹

2022

IJCDS

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The purpose of the paper is to explore the architecture of the institutional culture with the aim of proposing a programmatic template to use to implement culture change initiatives in the higher education (HE) sector in South Africa. The need for institutional culture change has been flagged in numerous studies as a barrier in the implementation of substantive and qualitative transformation. Through document analysis, this paper argues that the problem in implementing institutional culture change interventions aligned with the humanising mission of the sector is related to the failure to adopt a social inclusion approach that is based on a systems thinking paradigm. The paradigm is a holistic analysis of a system with the purpose of identifying elements of that system, which this research manifests and explicates. The findings of the research show that changing institutional culture is inextricably linked to the objectives of transformation. Second, the article highlights the significance of adopting the social inclusion framework, including understanding the politics and practices of social inclusion.

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“…It is reported in a diversity of researches that, in spite of providing financial assistance, scholarships will help students in various aspects including motivating studying, improving confidence, and even changing their future plans [4][5][6]. The assignment of scholarships thus becomes an important issue that might highly affect living and learning of graduate students.…”

Section: Literature Reviewmentioning

confidence: 99%

An Incentive Dynamic Programming Method for the Optimization of Scholarship Assignment

Huang

Wang

et al. 2018

Discrete Dynamics in Nature and Society

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Scholarship assignment is an operations management problem confronting university administrators, which is traditionally solved based on administrators’ personal experiences. This paper proposes an incentive method inspired by dynamic programming to replace the traditional decision-making process in the scholarship assignment. The objective is to find the optimal scholarship assignment scheme with the highest equity while accounting for both the practical constraints and the equity requirement. Moreover, with the proposed method, the scholarship assignment avoids time- and energy-consuming application processes conducted by students. A solution algorithm is used to find feasible assignment schemes by iteratively solving a series of knapsack subproblems based on dynamic programming and adjusting the monetary value of a unit score. The optimal assignment scheme can then be screened out by applying the Gini coefficient for quantifying the equity of each feasible scheme. A numerical case is investigated to illustrate the applicability of the proposed method and solution algorithm. The results indicate that the proposed method is an efficient tool to assign scholarships to students with consideration of the equity.

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Ascholarship of social inclusionin higher education: why we need it and what it should look like

Cited by 9 publications

References 3 publications

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature

Institutional Culture Change

An Incentive Dynamic Programming Method for the Optimization of Scholarship Assignment

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