Developing an

Inclusive Culture in

Higher Education Institutions

Steve Rayner & Mary Fuller 2011

FOLLOW—ON FUNDING BIDfor an

‘outstanding’ T.L.R.P. project entitled

‘Enhancing the quality and outcome of disabled students’ learning in higher

education’

Research Grant, RES-139-25-0135 (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;

4-6 Stage 1

Confirm, design & implementation of field-work within and with KTIG Teams; Data generation and collection involving KTIG Teams / Project Team (Level 1)

6-7 Reflexive action / pro-action & further data collection (Level 2)

7-9 Stage 2

Change Leadership , data generation and collection (Level 3); Interim Project Report

10-12 Stage 3

KTIG Team Reports on TKIG Project Schemes; KTIG Team project evaluation; KTIG Team Dissemination Day at Oxford (Level 4)

12-15 Final 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