Tensions regarding inclusion meanings from stakeholders' perspectives: A qualitative study

Area of Science:

• Social Sciences
• Education Policy
• Higher Education Studies

Background:

• The definition of educational inclusion lacks consensus in academic literature.
• Understanding perceptions of inclusion is crucial for effective policy development in higher education.

Purpose of the Study:

• To explore the relationship between the diversity of university actors and their perception of institutional inclusion.
• To identify diverse viewpoints on the concept, subjects, and necessity of defining inclusion in Chilean higher education.

Main Methods:

• Qualitative methodology utilizing Grounded Theory.
• Focus groups conducted with students, teachers, non-teaching staff, and authorities.
• Semi-structured interviews with university authorities across three national campuses.

Main Results:

• Analysis revealed five subcategories related to the understanding and perception of inclusion.
• Diverse perspectives emerged regarding the concept of inclusion, its subjects, and observed changes.
• A significant divergence in views on inclusion necessitates institutional definition.

Conclusions:

• Diverse actors within the university community perceive inclusion differently.
• There is a clear need to develop institutionally relevant definitions of inclusion.
• Standardized definitions are essential for the advancement and effective implementation of inclusion policies in higher education.