TRANSFORMING EXCELLENCE INTO INCLUSIVE: CASES FROM UNIVERSITIES IN THE USA, UK, SINGAPORE AND RUSSIA
DOI:
https://doi.org/10.17770/sie2020vol2.5114Keywords:
academic excellence, higher education, inclusive excellence, inclusive values, universityAbstract
The article presents a semantic analysis of program documents of universities from different countries, who has leading positions in the QS-2018 ranking. The aim of this study is to provide a meaningful and semantic study of the development strategies of top universities in order to identify trends in the convergence of academic and inclusive excellence.
The study conducted a content analysis of plans or strategies for the development of 4 universities: Massachusetts Institute of Technology (MIT, USA), University of Oxford (UO, UK), National University of Singapore (NUS, Singapore), Lomonosov Moscow State University (MSU, Russia). The content analysis criteria were refined indicators of diversity proposed in the model for Inclusive Excellence.
The results showed that all program documents identify the basic values of inclusive excellence as the main ones: internationalization, activity, support, development, and others. Inclusive and academic excellence is formed in an environment where the main value and resource is the individual. Descriptors of criterions 1 and 2 are most common in the program documents of MIT and the UO. A comparative analysis of 4 documents showed that the strategy and models of inclusive and academic excellence reflect the unique track of development of the University and the country in which they are implemented.
Downloads
References
About MIT. (2019). Retrieved from: http://www.mit.edu/about/
Bailey, K.A. (2016). Racism within the Canadian university: Indigenous students’ experiences. Ethnic and Racial Studies, 39(7), 1261–1279.
Clayton-Pedersen, A.R. & Musil, C.M. (2009). Making Excellence Inclusive a Framework for Embedding Diversity and Inclusion Into Colleges and Universities’ Academic Excellence Mission. Washington, DC: AAC&U.
Considine, J.R., Mihalick, J.E., Mogi‐Hein, Y.R., Penick‐Parks, M.W., & Auken, P.M. (2017). How do you achieve Inclusive Excellence in the classroom? New Directions for Teaching and Learning, 2017(151), 171–187.
Corkum, T. (2015). Where is queer? migration experiences of sexual minority international students in Toronto (Order No. 1604255). Available from ProQuest Dissertations & Theses Global. (1738847099). Retrieved from http://ezproxy.library.ubc.ca/login?url=https://search-proquestcom.ezproxy.library.ubc.ca/docview/1738847099?accountid=14656
Empowering Global Transformation (2018). National University of Singapore (NUS). Retrieved from: file:///C:/Users/ASER-PC/Downloads/FA_LKYSPP_CorporateBrochure_July%202018%20Revision_%20e-version.pdf
Faust, D.G. (2010). The Role of the University in a Changing World. Retrieved from: https://www.harvard.edu/president/speech/2010/role-university-changing-world.
Gautreaux, M. (2018). Towards shared understandings: An exploration of the literature on inclusive teaching and its implication for building Inclusive Excellence at UBC. UBC: Sustainability Scholar.
Inclusive Excellence Framework (2010). Retrieved from: https://www.rit.edu/diversity/sites/rit.edu.diversity/files/docs/InclusiveExcellenceFramework.pdf
Kwak, N., Gavrila, S., & Ramirez, F.O. (2019) Enacting Diversity in American Higher Education. In: Christensen T., Gornitzka Å., Ramirez F. (eds) Universities as Agencies. (pp. 209-228). Public Sector Organizations. Palgrave Macmillan, Cham
Lester, R. K. (2017). A GLOBAL STRATEGY FOR MIT. May 2017. Retrieved from: https://facultygovernance.mit.edu/sites/default/files/reports/2017-05_A_Global_Strategy_For_MIT_0.pdf
Making Excellence Inclusive. University Report and Recommendations June 30, 2019 Retrieved from: https://president.richmond.edu/inclusive-excellence/report-pdfs/making-excellence-inclusive-final-report-2019.pdf
Michalski, J.H., Cunningham, T., & Henry, J. (2017). The diversity challenge for higher education in Canada: The prospects and challenges of increased access and student success. Humboldt Journal of Social Relations, 39, 66–89.
Universities Canada Inclusive Excellence Principles. (2017) Retrieved from: https://www.univcan.ca/wp-content/uploads/2017/10/equity-diversity-inclusion-principles-universities-canada-oct-2017.pdf
University of Oxford Strategic Plan 2018–23. Retrieved from: http://www.ox.ac.uk/sites/files/oxford/field/field_document/Strategic%20Plan%202018-23.pdf
Volosnikova, L.M., Fedina, L.V., Kukuev, E.A., Patrusheva, I.V., & Ogorodnova, O.V. Academic Mobility for Everyone: between Vision and Reality. Psychological-Educational Studies, 11(3), 26–43. DOI:10.17759/psyedu.2019110303. (In Russ., аbstr. in Engl.)
Williams, D. (2005). Toward a Model of Inclusive Excellence and Change in Postsecondary Institutions. Washington, D.C.: AACU. Retrieved from https://www.aacu.org/sites/default/files/files/mei/williams_et_al.pdf
Bruk, Zh.J., Volosnikova, L.M., & Semenovskih, T.V. (2015) Soprovozhdenie migrantov v inkljuzivnoj obrazovatel'noj srede Tjumenskogo regiona. Kazanskaja nauka, 10, 282-284.
PROGRAMMA razvitija FGBOU VPO «Moskovskij gosudarstvennyj universitet imeni M.V.Lomonosova» do 2020 goda (2012). Retrieved from https://www.msu.ru/projects/pr2020/docs/2012/1617.pdf
