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BernadetteBrereton
publishingskillsandactivities.Frequently,theseskillsareviewedinarigidhierarchyand
ascompletelyseparateentities.However,thiscrucialspacebetweenacademicandpro-
fessionaldomainscan,andindeedshould,belessboundedbyspecialistorinstitutional
norms.Itcanbealsoarguedthatcollaborativeprojectsofthiskindhavemanypositive
impactsonthewidereducationsectorandtheseincludebuildingnetworkingskills,fos-
teringconfidence,raisingknowledgeandskillsandbuildingtheflexibleidentitiesof
blendedprofessionals(Whitchurch,2009).
Tisprojectinacademicscholarshipwasundertakeninthecontextoftheon-go-
ingprocessofmassificationofhighereducationglobally-whichisgreatlyincreasing
thenumbersattendingHEworldwide-aswellasastrongeremphasisonalleducation
becomingmoreinclusiveanddiverse.Inaddition,theglobaleconomiccriseshavehad
andcontinuetohaveaneńectonhighereducation(HEA,2011;EuropeanCommission,
2014).
Teprojectwasalsoundertakeninthecontextoftherenewalofthe‘civicmission’of
HE,aswellastherecognitionoftheneedforchangesinHE,toincreasestudent-centred-
nessandgivegreaterpowerandrecognitiontothestudentvoice.Teseincludedtherise
intheprovisionofblendedlearningandfullyonlinecourses,aswellasincreaseduseof
technologyenhancedlearning(TEL)(Lyons&Brereton,2012;Brereton,2016).
Teprojectcentredontheco-editingandpublicationof‘HigherEducation,Inclusiv-
ityandOrganisationalChange’
,aJointSpecialIssueoftheAllIrelandJournalofTeaching
andLearninginHigherEducation-publishedinFebruary2018-whichexaminedthe
changingrelationshipofeducationandsociety.Aswellasconsideringthewide-ranging
landscapeofhighereducationglobally(asdescribed),thisjointspecialissueexamined
howchangecanbeameansofempowermentinthecomplexrelationshipbetweeninclu-
sivityandorganizationalchangeinhigherleveleducation.
TefocusoftheJointSpecialIssuewasaconsiderationofhowindividualacademic
practicesmayevolvetodevelopacultureofinclusivitywithinhighereducation.Italso
consideredthewayshifsinhighereducationpolicycanfosteracultureofinclusivity.
TeissuereviewedtheNationalForumfortheEnhancementofTeachingandLearningin
HigherEducation(NFTL)ProfessionalDevelopmentFramework(PDF)project(which
aimedtosupportandstructuretheprofessionaldevelopmentofhighereducationpro-
fessionals)andplacedthisimportantsectoralprojectinthecontextofdevelopmentsand
pressuresinhighereducation,aswellasconsideringthevaluesoftheframeworkandthe
keythemesoftheproject.Tisimportantprojecthelpedestablishacommunityofprac-
ticeandhadatransformativeeńectatanationallevel.Othertopicsconsideredincluded
thesocialandeconomicbackgroundsofBrazilianhighereducationstudentsandthe
stratificationthatexistsinhighereducation;theimpactofhighereducationonstudent
successandupwardmobility;thewaysthathigherleveleducationcanteachindepend-
enceofthoughtandinclusivityofapproach,withpositivelife-changingoutcomes;and
thewaysthatHEinstitutionscanfosterinclusivity.Furthertopicsincludedthechalleng-
esfacedbyblindandvisuallyimpairedstudentsastheyengagewithhighereducation
andtheopportunitiesforeducatorstodeveloptheirownpracticewhilstsimultaneously
facilitatinggreaterinclusivitywithinthehighereducationstudentbody.
Crucialtothesuccessoftheprojectwerepreviousrelationships.Teco-editorshad
successfullycollaboratedonanumberofprojectsinthepastsotheyhadthebenefitof
