Inclusive excellence: integrating diversity into institutional educational practice

Excellence in Education --

Making Excellence Inclusive in Education

Embracing diversity in the student populations in campuses by leaders has stirred a new discussion with regards to the mission of higher education and highlights the need for a change of approach in the delivery of higher education- Clayton-Pedersen, O'Neill and Musil (2006). Even though a lot of leaders agree that there is need for systemic change, institutional diversity as it is implemented at the moment comes with a range of different initiatives that are not linked sufficiently to the mission of academics. It is not coordinated adequately.

Diversity is often looked at in terms of racial and ethnic differences. Other people look at it in terms of a variety of social identities and dimensions including gender, class, sexual orientation race, ethnicity and religion. Incorporating people with such diversity enriches the educational experience. Ideally, inclusivity has to do with engaging diversity in learning and the development of knowledge by all campus community members (Clayton-Pedersen, O'Neill & Musil, 2006).

How to Make Excellence Inclusive in Educational Discourses

Inclusive excellence is designed to assist campuses to incorporate quality efforts and diversity. The model incorporates diversity into the institutional functions in order to attain educational goals. Implementation of inclusive excellence helps in incorporating diversity into such institutional aspects as co-curriculum and curriculum, admissions, recruitment and hiring. It also embeds the same into the administrative structures and functions.

Inclusive excellence highlights the fact that an organization has embraced cohesion and integration in the routine efforts to attain excellence. Acceptance of inclusive excellence is an indication that diversity and inclusivity are potent catalysts for excellence in educational realms. It emphasizes the need to integrate them in the core of educational service provision and avoid isolating it (Rochester Institute of Technology, 2015).

Inclusive excellence comes with fresh excellence forms and an expanded formula to measure the same- Williams, Berger and McClendon (2005). These measures incorporate techniques that review research on learning processes, assessment progression, accountability structures and the functioning of the human brain.

Inclusive excellence transcends traditional limits of student numbers, program magnitude and even the goals of an institution. Rather, they occur in various layer-processes that function as a channel for achieving excellence in learning, teaching and research, student development, development of the workforce, global and local community participation.

Diversity as the Core Dimension of Educational Excellence

Comprehensive engagement of diversity helps in effective practice within the institution and points to the reality that there is need for organizations to look beyond the value and mission statements in the implementation of a plan that will make a difference. Although increasing student and staff body diversity is important in achieving educational excellence, it is not sufficient by itself. Facilitating strong diverse learning environments in which such diversity is incorporated in the curriculum and co-curriculum activities that offer multi-layered options for engaging with diversity. There is need to focus on the engagement as a continuous process; even as there is due consideration of all community members. Recruitment and retention of high achievers and the subsequent creation of positive views about life at campus for all races is pertinent in the inclusive excellence model (Clayton-Pedersen, O'Neill & Musil, 2006). The most important benefits in diversity engagement include enhanced cognitive processes, enhanced knowledge of culture, exposure to a variety of points-of-view, a commitment to promote diversity, better leadership abilities, improved self-confidence, boosting one's educational aspirations, reduced racial stereotypes, the ability to adapt and embrace change, value development, enhanced ethical standards via reflection and clear commitment to equity among the various races- Clayton-Pedersen, O'Neill and Musil (2006).

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