The tracking of institutional responses to disability and diversity through case study analysis (2000-2005) raised questions about sustaining good practice in the longer term and the transfer of knowledge and responsibility to individual academics. In particular, the case evidence illustrated concerns about the evaluation of embedded strategy and the potential loss of expertise and leadership as disability and diversity issues moved into the mainstream. Efforts to mainstream raise the question of individual behaviour in both the teaching and administrative context. De Lowerntal (2003) and Cornelius (2003) highlight the environmental constraints and requirements in mainstreaming diversity issues.Learning from such frameworks,questionnaire data collected from both academic and administrative staff has been analysed to reveal attitudes about institutional strategy on disability, the extent of knowledge transfer from experts in the area and personal perceptions about responsibility in supporting the needs of students with disability.The paper considers issues of sustainability in equal opportunities interventions.
|Keywords:||Disability, Diversity, Higher Education, Mainstreaming Strategy, Sustainability|
Senior Lecturer, Liverpool Business School, Liverpool John Moores University, Liverpool, UK
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