Creating more inclusive higher education environments starts with awareness, shared understanding, and practical action.
During a recent Research Excellence Framework (REF) discussion session at the University of Dundee School of Business, we introduced our ongoing work on disability inclusion in higher education. The session provided a valuable space to share early developments, gather feedback, and position the project within broader conversations about research impact.
The project, developed in collaboration with colleagues at NUST Business School in Pakistan, focuses on strengthening digital and pedagogical accessibility in higher education. A key aspect of this work is co-design, working across contexts to develop approaches that are inclusive, adaptable, and grounded in real experiences.
Our aim is to move beyond viewing accessibility as an additional consideration, and instead embed it within everyday teaching and learning practices. This includes developing frameworks that support inclusive course design, enhancing digital accessibility, and building staff confidence in inclusive teaching.
While the project is still evolving, its direction is centred on supporting meaningful and lasting change. By raising awareness and encouraging dialogue, we aim to contribute to more inclusive institutional cultures and improved learning experiences for diverse student communities.
The REF session also brought together a range of impactful research projects, offering an opportunity to reflect on how research can inform policy, practice, and real-world outcomes. These exchanges helped situate our work within a wider commitment to research that makes a difference.
As the project progresses, continuing to build awareness remains a crucial step. It lays the foundation for collaboration, informs practice, and ensures that inclusion is actively embedded rather than simply discussed.
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