University Administrative Staff Understanding of Inclusion in the Context of Higher Education in Kazakhstan

Abstract

The present study aims to explore the attitudes and understanding of inclusion of administrative staff in one autonomous Kazakhstani university with an English Medium of Instructions. The study was developed under the dimensions of the “Index for Inclusion” framework, and investigated inclusion within institutional culture, policy, and practices. The research approach was constructivist in nature, and it was designed to explore individuals’ conceptions and attitudes towards inclusion through semi-structured interviews. The study involved five participants who were administrative employees at the university. In addition, the research approach involved the analysis of the institutional strategic document and promotional brochure to explore the university’s policy and plans towards the development of inclusion. Results of the study illustrate that administrative staff generally have positive attitudes towards inclusion in higher education, however, their understandings of inclusion vary, based on personal beliefs and knowledge. Lack of shared vision and understanding among administrative employees correlates with inconsistencies within institutional strategy and absence of comprehensive guidelines for implementation of inclusion at the university.