Diversity and Research in Spanish Universities. Weaknesses, Strengths, and Good Practices for Inclusive Research
DOI:
https://doi.org/10.15503/jecs2024.2.723.745Keywords:
higher education, diversity, inclusive research, good practice, SpainAbstract
Aim. Diversity and inclusion are part of the third mission of higher education institutions. One of the dimensions that must be considered in the process of institutionalising inclusion is research. Inclusive research allows for critical research and reflection on certain fundamental issues on the road to democratic citizenship, making a positive impact on people's lives while contributing to social change and transformation. However, the literature has evidenced barriers in the institutionalisation effort, such as those posed by the market conception. In this context, the study presented here analyses the involvement of higher education research with diversity, as well as its weaknesses and strengths, and finally contributes to the identification of proposals for improvement and good practices for inclusive research.
Methods. This work was based on assumptions of the interpretative paradigm, using virtual, one-on-one, semi‐structured interviews with Spanish researchers from different universities –most of them leading national projects on inclusion.
Results. The results show that research on diversity is beginning to be incorporated as an essential modality in university agendas. In parallel, it is thought that academic capitalism and competitiveness have pierced conceptions of research quality, and in doing so, diversity and inclusion principles are called into question.
Conclusions. Currently, the strengths of inclusion research in higher education are not as robust as the weaknesses. Proposals are made for the improvement of inclusive and democratic research, and four principles are set out to promote the institutionalisation of research on inclusion in universities.
Downloads
References
Álvarez-Bornstein, B., & Montesi, M. (2020). Investigación interdisciplinaria e impacto social [Interdisciplinary research and social impact]. Análisis de medios sociales. Información, cultura y sociedad, 42, 127–144. https://doi.org/10.34096/ics.i42.7107
Álvarez-Castillo, J. L., Hernández-Lloret, C. M., González-González, H., Espino-Díaz, L., & Fernández-Caminero, G. (2021). Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model. Heliyon, 7(3), Article e06450. https://doi.org/10.1016/j.heliyon.2021.e06450
Batterham, R. (2004). Measuring excellence: A chief scientist perspective. In National Academies Forum (Ed.), Measuring excellence in research and research training (pp. 3–8). The Academy of Science.
Bertaux, D. (1993). De la perspectiva de la historia de vida a la transformación de la práctica sociológica [From the perspective of life history to the transformation of sociological practice]. In J. Marinas y C. Santamaria (Ed.), La historia oral: Métodos y experiencias [Oral history: Methods and experiences] (pp. 19-34). Debate.
BFUG Working Group on Social Dimension. (2024). Principles, Guidelines and Indicators of the Social Dimension of Higher Education. Bologna Follow-up Group (BFUG), Working Group on Social Dimension 2021-2024. https://ehea.info/Immagini/BFUG_Board_BE_VA_87_WG_SD_4_4_1_Principles,_Guidelines,_Indicators.pdf
Buenestado-Fernández, M., Álvarez-Castillo, J. L., González-González, H., & Espino-Díaz, L. (2019). Evaluating the institutionalisation of diversity outreach in top universities worldwide. PloS One, 14(7), Article e0219525. https://doi.org/10.1371/journal.pone.0219525
Colina, L. (2007). La investigación en la educación superior y su aplicabilidad social [Research in higher education and its social applicability]. Laurus. Revista de educación, 13(25), 330–353. https://www.redalyc.org/pdf/761/76111479016.pdf
Echeíta, G., Muñoz, Y., Sandoval, M., & Simón, C. (2014). Reflexionando en voz alta sobre el sentido y algunos saberes proporcionados por la investigación en el ámbito de la educación inclusiva [Reflecting aloud on the meaning and some knowledge provided by research in the field of inclusive education]. Revista Latinoamericana de Educación Inclusiva, 8(2), 25–48. http://www.rinace.net/rlei/numeros/vol8-num2/art1.pdf
Echeíta Sarronanandia, G., & Ainscow, M. (2011). La educación inclusiva como derecho: Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente [Inclusive education as a right: framework and guidelines for action for the development of a pending revolution]. Tejuelo, 12, 26–46. https://tejuelo.unex.es/index.php/tejuelo/article/view/2497
European Commission. (n.d.). Inclusive and connected higher education. https://education.ec.europa.eu/education-levels/higher-education/inclusive-and-connected-higher-education
European Commission. (2024). Horizon Europe strategic plan 2025-2027. Publications Office of the European Union. https://data.europa.eu/doi/10.2777/092911
European Commission/EACEA/Eurydice. (2022). Towards equity and inclusion in higher education in Europe. Eurydice report. Publications Office of the European Union. https://eurydice.eacea.ec.europa.eu/publications/towards-equity-and-inclusion-higher-education-europe
Evans, C., Rees, G., Taylor, C., & Wright, C. (2019). ‘Widening Access’ to higher education: the reproduction of university hierarchies through policy enactment. Journal of Education Policy, 34(1), 101–116. https://doi.org/10.1080/02680939.2017.1390165
Fairey, T., Firchow, P., & Dixon, P. (2024). Images and indicators: mixing participatory methods to build inclusive rigour. Action Research, 22(2), 135-154. https://doi.org/10.1177/14767503221137851
Felder, F. (2021). The ethics of inclusive education: Presenting a new theoretical framework. Routledge. https://doi.org/10.4324/9781003221326
García-Cano Torrico, M., Jiménez-Millán, A., & Hinojosa-Pareja, E. F. (2021). We’re new to this. Diversity agendas in public Spanish universities according to their leaders. The Social Science Journal. https://doi.org/10.1080/03623319.2020.1859818
García-Cano Torrico, M., Jiménez-Millán, A., & Hinojosa-Pareja, E.F. (2024). Talking for the sake of talking? Imagining inclusive universities in Spain through their leaders. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2024.2335377
García-Gutiérrez, J., & Corrales, C. (2021). Las políticas supranacionales de educación superior ante la «tercera misión» de la Universidad: El caso del aprendizaje-servicio [Supranational higher education policies in the face of the university's "third mission": The case of service-learning]. Revista Española de Educación Comparada, 37, 256–280. http://dx.doi.org/10.5944/reec.37.2021.27535
Geiger, R.L. (2020). Building knowledge: The research mission in American universities, 1890–2018. In L. Engwall (Ed.), Missions of universities. Higher education dynamics (Vol. 55, pp. 81-93). Springer. https://doi.org/10.1007/978-3-030-41834-2_6
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Strategies for qualitative research. Aldine Publishing.
Groot, B., Hendrikx, A., Bendien, E., Woelders, S., de Kock, L., & Abma, T. (2023). In search of epistemic justice. Dialogical reflection of researchers on situated ethics in studies with people living with language and/or cognitive impairment. Journal of Aging Studies, 66, Article 101154. https://doi.org/10.1016/j.jaging.2023.101154
Howe, K., & Moses, M. S. (1999). Ethics in educational research. Review of Research in Education, 24(1), 21–59. https://doi.org/10.3102/0091732X024001021
Iáñez-Domínguez, A., Díaz-Jiménez, R., & Rodríguez-Izquierdo, R, M. (2021). Perception of social actors about diversity policies in Spanish universities. Convergencia. Revista de Ciencias Sociales, 28, Article e16662. https://doi.org/10.29101/crcs.v28i0.16662
Jones, S.R., Torres, V., & Arminio, J. (2021). Negotiating the complexities of qualitative research in higher education: Essential elements and issues (3rd ed.). Routledge. https://doi.org/10.4324/9781003090694
Kenny, N., Doyle, A., & Horgan, F. (2023). Transformative inclusion: differentiating qualitative research methods to support participation for individuals with complex communication or cognitive profiles. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069221146992
Kubota, R. (2022). Linking research to transforming the real world: Critical language studies for the next 20 years. Critical Inquiry in Language Studies, 20(1), 4–19. https://doi.org/10.1080/15427587.2022.2159826
Mäkelä, T., & Puuponen, H. (2017). Good practices for improving access, retention and success in Higher Education. In F. Dovigo and L. Casanova (Eds.), Good practices for equity and inclusión in Higher Education (pp. 40-55). University of Bergamo. https://aisberg.unibg.it/handle/10446/80642
Márquez, C., & Melero, N. (2023). Advancing towards inclusion: recommendations from faculty members of Spanish universities. International Journal of Inclusive Education, 27(4), 556–570. https://doi.org/10.1080/13603116.2020.1858977
Martínez-Usarralde, M.J., Lloret-Catalá, C., García-Cano, M. & Jiménez-Millán, A. (2024). Imagining inclusion in the university setting: Plural discourse among Spanish university lecturers. Culture and Education, 36(1), 286-311. https://doi.org/10.1177/11356405241235080
Meza-Mejia M. C., Villarreal-García, M. A., & Ortega-Barba C. F. (2023). Women and leadership in higher education: A systematic review. Social Sciences, 12(10), Article 555. https://doi.org/10.3390/socsci12100555
Ministerio de Ciencia e Innovación (2021). Science, Technology and Innovation Strategy 2021-2027. https://www.ciencia.gob.es/dam/jcr:1f4e85ac-9e50-49b4-a978-6c15a5195c88/EECTI-2021-2027_en.pdf
Ministerio de Ciencia, Innovación y Universidades (2024). Plan Estatal de Investigación Científica, Técnica y de Innovación 2024-2027 [State Plan for Scientific, Technical and Innovation Research 2024-2027]. https://www.ciencia.gob.es/InfoGeneralPortal/documento/6e566243-bcb5-45d8-ab77-5cfe533060f2
Misra, J., Kuvaeva, A., O’meara, K., Culpepper, D. K., & Jaeger, A. (2021). Gendered and racialized perceptions of faculty workloads. Gender & Society, 35(3), 358-394. https://doi.org/10.1177/08912432211001387
Muntaner Guasp, J. J., Roselló Ramón, M. R., & De la Iglesia Mayol, B. (2016). Buenas prácticas en educación inclusiva [Good practices in inclusive education]. Educatio Siglo XXI, 34(1), 31–50. https://doi.org/10.6018/j/252521
Murillo, F. J., & Duk, C. (2018). Una investigación inclusiva para una educación inclusiva [Inclusive research for inclusive education]. Revista Latinoamericana de Educación Inclusiva, 12(2), 11–13. http://dx.doi.org/10.4067/S0718-73782018000200011
Murillo, F. J., & Hidalgo, N. (2017). Hacia una investigación educativa socialmente comprometida [Towards socially engaged educational research]. Revista Iberoamericana de Evaluación Educativa, 10(2), 5–8. https://revistas.uam.es/riee/article/view/8609
Mwita, K. (2022). Factors influencing data saturation in qualitative studies. International Journal of Research in Business and Social Science, 11(4), 414–420. https://doi.org/10.20525/ijrbs.v11i4.1776
Naderifar, M., Goli, H., & Ghaljaie, F. (2017). Snowball sampling: A purposeful method of sampling in qualitative research. Strides in Development of Medical Education, 14(3), Article e67670. http://dx.doi.org/10.5812/sdme.67670
Nelson, L. K., Brewer, A., Mueller, A. S., O’Connor, D. M., Dayal, A., & Arora, V. M. (2023). Taking the time: The implications of workplace assessment for organizational gender inequality. American Sociological Review, 88(4), 627-655. https://doi.org/10.1177/00031224231184264
New England Resource Center for Higher Education, NERCHE (2016). Self-assessment rubric for the institutionalization of diversity, equity, and inclusion in higher education. https://www.wpi.edu/sites/default/files/Project_Inclusion_NERCHE_Rubric-Self-Assessment-2016.pdf
Nilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370. https://doi.org/10.1080/08856257.2020.1754547
Nind, M. (2014). Inclusive research and inclusive education: Why connecting them makes sense for teachers’ and learners’ democratic development of education. Cambridge Journal of Education, 44(4), 525–540. https://doi.org/10.1080/0305764X.2014.936825
Nind, M., & Lewthwaite, S. (2018). Methods that teach: Developing pedagogic research methods, developing pedagogy. International Journal of Research & Method in Education, 41(4), 398–410. https://doi.org/10.1080/1743727X.2018.1427057
Parent-Johnson, W. S., & Duncan, A. W. (2024). Inclusive dissemination: Inclusive research dissemination with individuals with intellectual and developmental disabilities. Inclusion, 12(1), 75-82. https://doi.org/10.1352/2326-6988-12.1.75
Pingarrón, J. M., & García Pascual, F. (2021, 28 julio). El futuro de la educación superior en España [The future of higher education in Spain]. https://www.nuevarevista.net/el-futuro-de-la-educacion-superior-en-espana/
Pinheiro, R., Langa, P. V., & Pausits, A. (2015) One and two equals three? The third mission of higher education institutions. European Journal of Higher Education, 5(3), 233–249. http://dx.doi.org/10.1080/21568235.2015.1044552
Presidencia del Gobierno de España. (2011, June). Ley de la Ciencia, la Tecnología y la Innovación [Law on Science, Technology and Innovation] (Nº 14/2011). https://www.boe.es/eli/es/l/2011/06/01/14/con
Rivera-Sanin, M. L. (2016). Interseccionalidad e inclusión en la educación superior: Consideraciones sobre la Universidad Nacional de Colombia [Intersectionality and inclusion in higher education: Considerations on the National University of Colombia]. Pedagogía y saberes, 44, 105–118. http://www.scielo.org.co/pdf/pys/n44/n44a10.pdf
Rodríguez Pulido, J., & Aguiar Perera, M. V. (2015). Fortalezas y debilidades de la gestión universitaria desde la visión de los gestores [Strengths and weaknesses of university management from the perspective of managers]. Revista Iberoamericana de Educación, 67(2), 67–82. https://doi.org/10.35362/rie672227
Santos-Rego, M. A. (Ed.) (2020). La transferencia de conocimiento en educación. Un desafío estratégico [Knowledge transfer in education. A strategic challenge]. Narcea.
Strauss, A., & Corbin, J. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada [Foundations of qualitative research. Techniques and procedures for developing grounded theory] (E. Zimmerman, Trans.). Editorial Universidad de Antioquia. (Original work published 1998)
Subban, P., Woodcoc, S., Sharma, U., & May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119, Article 103853. https://doi.org/10.1016/j.tate.2022.103853
Thomas, J. M. (2020). Diversity regimes: Why talk is not enough to fix racial inequality at universities. Rutgers University Press.
Tünnermann Bernheim, C. (2006). Pertinencia y calidad de la educación superior [Relevance and quality of higher education]. Universidad Rafael Landívar (Guatemala). https://desarrollopedagogico.files.wordpress.com/2012/08/documento-tunnermann-2-2011.pdf
United Nations (2015, October 21). Transforming our world: the 2030 Agenda for Sustainable Development. Resolution adopted by the General Assembly on 25 September 2015. https://undocs.org/en/A/RES/70/1
Verhage, M., Lindenberg, J., Bussemaker, M., & Abma, T. A. (2024). The promises of inclusive research methodologies: Relational design and praxis. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241230407
Vlot-van Anrooij, K., Frankena, T. K., van der Cruijsen, A., Jansen, H., Naaldenberg, J., & Bevelander, K. E. (2022). Shared decision making in inclusive research: Reflections from an inclusive research team. Learning Disabilities, 50(4), 554-563. https://doi.org/10.1111/bld.12450
Vorley, T., & J. Nelles. (2008). (Re) Conceptualising the Academy: Institutional Development of and beyond the Third Mission. Higher Education Management and Policy, 20(3), 1–17. https://doi.org/10.1787/hemp-v20-art25-en
Wagner, A., & Acker, S. (2024). Women’s research leadership in the academy. In R. Johnstone and B. Momani (Eds.), Glass ceilings and ivory towers: Gender inequality in the Canadian academy (91-108). UBC Press.
Walmsley, J., Strnadová, I., & Johnson, K. (2018). The added value of inclusive research. Journal of Applied Research in Intellectual Disabilities, 31, 751–759. https://doi.org/10.1111/jar.12431
Yadav, D. (2022). Criteria for good qualitative research: A comprehensive review. Asia-Pacific Education Researcher, 31, 679–689. https://doi.org/10.1007/s40299-021-00619-0
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Carmen-María Hernández-Lloret, José-Luis Álvarez-Castillo, Luis Espino-Díaz, Hugo González-González, Gemma Fernández-Caminero
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.