Talking for the sake of talking? Imagining inclusive universities in Spain through their leaders

Abstract

Inclusion in higher education is approached by international entities as an unavoidable commitment that is materialised, to a large extent, in university mission statements through purposeful language. Spain, given its greenness regarding the development of inclusive university policies, provides a good example of such rhetoric. The proposals and interpretive frameworks on which the inclusive university project is based are explored via interviews with 62 leaders (individuals occupying an ambassador or management role) from 9 Spanish universities. The present study reveals that rhetoric about the way in which universities are converted into inclusive institutions portrays highly different outcome orientations when placed in specific political proposals. Three different standpoints are identified in the present study, which are linked to specific areas connected to the institutionalisation of inclusive projects: continuity (for access and specific services), expert (in training, awareness and curriculum) and transformative (philosophy, exercise of leadership, participatory culture and community projection). The present research contributes to the study and analysis of the different meanings adopted by inclusive university projects in the international context, stemming from the different, non-sterile, political models on which they are based.