2.2 Implications of inclusive teaching
As mentioned above, inclusive teaching in higher education institutions has implications for a student’s learning experience and performance. These implications may then extend to how well an individual performs in the work environment and how well prepared they are to exist within a diverse academic or business environment.
2.2.1 The higher education context
Student attrition and low completion rates are issues faced by higher education institutions around the world. There are many contributing factors to this phenomenon, several of which are beyond the scope of an institution or teacher’s control (such as initial course selection and personal issues). Two factors that teachers have direct influence on are a student’s academic experience and the learning environments within which they find themselves. Through their research, Crosling, Heagney, and Thomas (2009) have found that a student’s feelings around whether they “belong” impacts their engagement, motivation, and overall retention within higher education (Crosling, Heagney & Thomas, 2009:9-11).
This research has implications not only for the students, but also for the teachers. Students who feel excluded from their learning experience, and therefore do not stay within higher education beyond their first or second years, may be subject to decreased employment opportunities within their chosen industry or profession. The implications for teachers lie in the need for them to alter their approaches or methods and modes of instruction, and foster more meaningful relationships with their students (Crosling, Heagney & Thomas, 2009). These implications are discussed further in Section 2.3.