Cited by 57Disability Education and EmploymentHigher Education Practises and EngagementDisability Rights and Representation

Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities

Riddell, Sheila, Weedon, Elisabet, Fuller, Mary, Healey, Mick, Hurst, Alan, Kelly, Katie, Piggott, Linda·2007·Higher Education

Integrity signals

Registry

Crossref · 10.1007/s10734-006-9014-8

Cites

23 of 23 references verified0 citation errors · 0 not checkable

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  • Few Canadian studies have addressed the experiences of students with and without disabilities, instructors, and administrators and staff.

    “Likewise, in spite of a growing sense that a complete picture of higher education accessibility must include the perspectives of students with and without disabilities (Madriaga et al. 2010), instructors (Cook, Rumrill, and Tankersley 2009), and administrators and staff (Riddell et al. 2007), few Canadian studies have addressed the experiences of this diverse group of stakeholders.”

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Authors
Riddell, S., Weedon, E., Fuller, M., Healey, M., Hurst, A., Kelly, K., & Piggott, L.
Affiliations
  • University of Edinburgh (GB)
  • University of Gloucestershire (GB)
  • University of Lancashire (GB)
  • Lancaster University (GB)
Corresponding author
Weedon, Elisabet
Venue
Higher Education
Published
2006-07-15
Volume
54
Issue
4
Pages
615-628
ISSN
  • 0018-1560 (ISSN-L)
  • 1573-174X
OpenAlex
W2165080716
Cited by
57
References
24
Citations by year
2025: 1 · 2024: 15 · 2023: 3 · 2021: 1 · 2020: 2 · 2019: 4 · 2018: 3 · 2017: 8 · 2016: 2 · 2015: 5 · 2013: 2 · 2012: 2
FWCI
1.97
Type
journal article
Language
en
Open access
closed
Locations
Higher Education (publishedVersion)
Funders
Economic and Social Research Council
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Education › Higher Education Practises and Engagement
  • Social Sciences › Safety Research › Disability Rights and Representation
Keywords
managerialism, students with disabilities, widening participation, reasonable accommodation, audit culture, quality assurance, disability law, student learning experience, institutional responses, policy implementation, British universities

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