Learning without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education

Autor/inn/en	Wijeratne, Dinali; Dennehy, Denis; Quinlivan, Shivaun; Buckley, Lucy-Ann; Keighron, Cameron; Flynn, Sharon
Titel	Learning without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
Quelle	In: Journal of Information Systems Education, 33 (2022) 1, S.61-74 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Information Systems; Student Diversity; Inclusion; Foreign Countries; Graduate Study; Undergraduate Study; Barriers; Business Administration Education; Foreign Students; Nontraditional Students; Students with Disabilities; Majors (Students); LGBTQ People; College Environment; Racial Bias; Social Bias; Gender Bias; Equal Education; Attitudes toward Disabilities; College Faculty; Teacher Behavior; Ireland + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hochschulumwelt; Racial discrimination; Rassismus; Geschlechterstereotyp; Fakultät; Teacher behaviour; Lehrerverhalten; Irland
Abstract	Inclusion in Information Systems (IS) has received significant attention in recent years, but inclusion in IS curriculum design and delivery is comparatively underdeveloped. Understanding and working with diversity in IS student groups has implications for how we prepare students for a diverse workplace and the design and development of IS systems. Although progress has been made towards inclusive higher education, institutions have not transformed into multicultural diverse organizations. This paper showcases an initiative to apply principles of Universal Design in the particular context of an IS postgraduate programme in a leading Irish business school. This initiative is set within the context of two connected research projects seeking to identify barriers to inclusion experienced by students generally, and particularly by certain student groups, in the same school. The findings demonstrate the persistence of inclusion issues in higher education, including in IS, that Universal Design principles are effective in developing more inclusive teaching and learning practices, and that small actions can have a big impact in this regard. A set of key recommendations is provided; while not exhaustive, these contribute to the wider discourse on inclusion and offer practical suggestions to educators on the design and delivery of inclusive programmes at both undergraduate and postgraduate level. (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01