Diffusion of innovation applied to inclusive assessment : supporting access and participation in higher education
Cornejo, Yvonne Frances (2026)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202604237645
https://urn.fi/URN:NBN:fi:amk-202604237645
Tiivistelmä
This practice-based thesis examines the diffusion of inclusive assessment (IA) in a UK higher education institution, with the aim of identifying actions to support the university's Student Academic Inclusivity strategic core plan project. Rogers' Diffusion of Innovations framework is used as both a planning lens and an evaluative tool. The research followed an exploratory sequential mixed methods design (QUAL > QUAN > QUAL), comprising initial scoping conversations, an anonymous online survey of 43 school staff, and 13 semi-structured interviews with colleagues across all seven departments in the School of Social Sciences and Humanities.
Five themes emerged from thematic analysis of the interview data: conceptual uncertainty around the definition and scope of inclusive assessment; tensions between inclusion and academic integrity or student development; institutional culture factors including leadership communication and research-teaching equity; time, cognitive load and structural barriers; and a call for contextualised, peer-based support. These findings map consistently onto Rogers' stages of diffusion, revealing gaps particularly at the persuasion, decision and implementation stages of the adoption process.
Recommendations focus on building discipline-specific peer networks and mentoring structures, protecting time and cognitive space for pedagogical discussion and design, developing accessible and interactive resources, strengthening two-way leadership communication around assessment change and creating space for conversation about the purpose of education, drawing on Biesta.
Five themes emerged from thematic analysis of the interview data: conceptual uncertainty around the definition and scope of inclusive assessment; tensions between inclusion and academic integrity or student development; institutional culture factors including leadership communication and research-teaching equity; time, cognitive load and structural barriers; and a call for contextualised, peer-based support. These findings map consistently onto Rogers' stages of diffusion, revealing gaps particularly at the persuasion, decision and implementation stages of the adoption process.
Recommendations focus on building discipline-specific peer networks and mentoring structures, protecting time and cognitive space for pedagogical discussion and design, developing accessible and interactive resources, strengthening two-way leadership communication around assessment change and creating space for conversation about the purpose of education, drawing on Biesta.