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Journal article 18725 views 342 downloads

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

Dinal Wijeratne, Denis Dennehy Orcid Logo, Shivaun Quinlivan, Lucy-Ann Buckley, Cameron Keighron, Sharon Flynn

Journal of Information Systems Education, Volume: 33, Issue: 1, Pages: 61 - 74

Swansea University Author: Denis Dennehy Orcid Logo

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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 workp...

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Published in: Journal of Information Systems Education
ISSN: 1055-3096 2574-3872
Published: 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa59609
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first_indexed 2022-03-14T15:07:42Z
last_indexed 2022-03-26T04:29:32Z
id cronfa59609
recordtype SURis
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spelling 2022-03-25T16:01:28.5687062 v2 59609 2022-03-14 Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education ba782cbe94139075e5418dc9274e8304 0000-0001-9931-762X Denis Dennehy Denis Dennehy true false 2022-03-14 BBU 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. Journal Article Journal of Information Systems Education 33 1 61 74 1055-3096 2574-3872 Equality, Diversity, Inclusion, Information systems (IS), Curriculum design &amp; development 15 3 2022 2022-03-15 https://aisel.aisnet.org/jise/vol33/iss1/8/ COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2022-03-25T16:01:28.5687062 2022-03-14T15:01:43.2992687 Faculty of Humanities and Social Sciences School of Management - Business Management Dinal Wijeratne 1 Denis Dennehy 0000-0001-9931-762X 2 Shivaun Quinlivan 3 Lucy-Ann Buckley 4 Cameron Keighron 5 Sharon Flynn 6 59609__23673__69242aace509405082768c77b81f3398.pdf 59609.pdf 2022-03-25T15:57:49.3814162 Output 604573 application/pdf Version of Record true true eng
title Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
spellingShingle Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
Denis Dennehy
title_short Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
title_full Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
title_fullStr Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
title_full_unstemmed Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
title_sort Learning Without Limits: Identifying the Barriers and Enablers to Equality, Diversity, and Inclusion in IS Education
author_id_str_mv ba782cbe94139075e5418dc9274e8304
author_id_fullname_str_mv ba782cbe94139075e5418dc9274e8304_***_Denis Dennehy
author Denis Dennehy
author2 Dinal Wijeratne
Denis Dennehy
Shivaun Quinlivan
Lucy-Ann Buckley
Cameron Keighron
Sharon Flynn
format Journal article
container_title Journal of Information Systems Education
container_volume 33
container_issue 1
container_start_page 61
publishDate 2022
institution Swansea University
issn 1055-3096
2574-3872
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url https://aisel.aisnet.org/jise/vol33/iss1/8/
document_store_str 1
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description 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.
published_date 2022-03-15T04:17:03Z
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score 11.016235

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