Able or disabled: why should neurodiverse students experience improved access to public universities? An exploratory study
Mousa, Mohamed; Ayoubi, Rami; Puhakka, Vesa (2024-09-25)
Emerald
25.09.2024
Mousa, M., Ayoubi, R. and Puhakka, V. (2024), "Able or disabled: why should neurodiverse students experience improved access to public universities? An exploratory study", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 5, pp. 1011-1025. https://doi.org/10.1108/HESWBL-06-2023-0163
https://creativecommons.org/licenses/by-nc/4.0/
Copyright © 2024, Emerald Publishing Limited. This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please visit Marketplace.
https://creativecommons.org/licenses/by-nc/4.0/
Copyright © 2024, Emerald Publishing Limited. This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please visit Marketplace.
https://creativecommons.org/licenses/by-nc/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202501291393
https://urn.fi/URN:NBN:fi:oulu-202501291393
Tiivistelmä
Abstract
Purpose:
This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?
Design/methodology/approach:
A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data.
Findings:
The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain.
Originality/value:
This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far.
Purpose:
This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?
Design/methodology/approach:
A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data.
Findings:
The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain.
Originality/value:
This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far.
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