Social Responsibility in the Context of Inclusive Higher Education Development -- Experiences and Insights from the Perspective of Participatory Teaching

Autor/inn/en	Goldbach, Anne; Hauser, Mandy; Schuppener, Saskia; Leonhardt, Nico; van Ledden, Hannah; Bergelt, Daniel
Titel	Social Responsibility in the Context of Inclusive Higher Education Development -- Experiences and Insights from the Perspective of Participatory Teaching
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 4, S.799-814 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-04-2021-0140
Schlagwörter	Social Responsibility; Inclusion; Higher Education; Educational Development; Teaching Methods; College Instruction; Diversity; Power Structure + Suchen Sie Ihr Suchwort? Soziale Verantwortung; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre
Abstract	Purpose: With reference to selected principles and considerations from the university social responsibility concept, this study aims to discuss aspects of social responsibility from the perspectives of participatory teaching. This study describes the effects that a participatory teaching practice has on the acquisition and dissemination of knowledge and how universities can exercise their social responsibility and influence in this context. Design/methodology/approach: For this study's argumentation, this study refers to the experiences and findings from a participatory teaching and transfer project (QuaBIS) and a participatory research project ParLink. In QuaBIS, the authors evaluated and descriptively analyzed courses taught by subject matter experts on inclusion and education, then led and evaluated topic-centered interviews, social responsibility, power relations, diversity sensitivity, inclusive university, participatory teaching in ParLink, the authors conducted three focus group discussions that included lecturers with and without attributed learning difficulties, students and other professionals working in the field of education. The group discussions were fully transcribed and analyzed using qualitative content analysis in collaboration with a participatory research group. Findings: The results are classified into micro, meso and macro levels of inclusion-sensitive higher education development. While the micro level focuses on changing practices in the area of university teaching, the meso level highlights structural and cultural changes in inclusive universities. At the macro level, the role of universities in the process of social opening and inclusion is studied. Originality/value: Participatory teaching projects are only gradually becoming established in the discourse on inclusion-sensitive higher education. This study focuses on participatory teaching as an important contribution to social responsibility by universities and dedicate itself to the mutual transfer process between university and society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01