DOI: 10.3726/9781918026054.003.0009
This chapter examines the University of Queensland’s Champions of Change: Disability Inclusion Research and Innovation Plan as a case study in fostering a disability-inclusive research ecosystem within higher education. Developed through an extensive participatory process, the Plan aligns with the principles of the UNCRPD, ensuring that researchers with disabilities not only contribute to but colead institutional research strategies.
This chapter begins by contextualising the systemic barriers faced by researchers with disabilities, including under-representation in leadership, funding limitations and exclusion from decision-making processes. It then details the methodology behind the Plan’s development, highlighting a strategic and collaborative approach that engaged staff, HDR (higher degree by research) students and the broader disability community. By structuring its impact around four key focus areas – Researchers and Research Culture, Research and Innovation Enabling Capabilities, Research Investment and Cross-Disciplinary Collaboration and Research Infrastructure, Systems, and Precincts – the Plan establishes a framework for transforming UQ’s (University of Queensland) research and innovation ecosystem into one that is meaningfully inclusive of disability.
By showcasing this case study, this chapter provides a model for other institutions aiming to embed disability inclusion in their research agendas. It argues that true progress requires moving beyond consultation to genuine co-leadership, ensuring that disability research is not just about disabled people but is led by them.
Key words codesign, research strategy, university strategy, disability inclusive research, innovation ecosystems, UNCRPD, research strategy, and participatory dynamic
The University of Queensland’s (UQ) Champions of Change: Disability Inclusion Research and Innovation Plan (the Plan) is a disability-inclusive and collaborative research strategy in higher education. The Plan was developed by the Office of the Deputy Vice Chancellor (Research and Innovation) Strategy and Performance Team, specifically the Research Strategy and Policy Team, with the support of Professor Paul Harpur OAM (Medal of the Order of Australia) in his capacity as chair of the UQ Disability Inclusion Group (DIG). Using this Plan, we aim to provide evidence of the value of prioritising disability leadership and collaboration for strategies impacting people with disabilities via a case study of inclusive strategic planning at one of Australia’s leading universities.
This chapter detail’s the Plan’s approach to championing disability inclusion within academic institutions as a case study to highlight to other institutions the benefit of this collaboration process. We emphasize how the approach leads to innovations, addresses barriers to ability equality, promotes diverse representation and actively engages individuals with disabilities in decision-making processes to shape disability policies and research plans. We do this, first, by providing background information on the participation of persons with disabilities within the research process as well as historical approaches that lead to a strategic plan as our response. Second, we outline the methodology used to show the role of people with disabilities within the process, followed by an outline of the outcomes of this process. Last, we analyse and discuss the results, and a demonstration of the relevance of such an approach in future strategies.
The UNCRPD has introduced a transformative participatory framework that mandates States and other actors engage and resource persons with disabilities to be involved in developing, implementing and monitoring policies affecting their community (Harpur & Stein, 2022). Early in its formulation, the drafters of the CRPD recognized the benefit of involving persons with disabilities in policy discussions that impact them, with the Chair of the Ad Hoc Committee granting Disabled Persons Organizations participant status in the drafting process (Harpur & Stein, 2022). States’ parties involved in this process recognised the importance of having disability representatives present and embedded this participatory approach in the convention, notably in Articles 4(3) and 33(3) (United Nations, 2018).
These articles mandate that persons with disabilities and their representative bodies be empowered to actively participate in the CRPD’s implementation. The CRPD Committee, responsible for monitoring the convention, elaborates on this participatory requirement in its General Comment #7 providing detailed guidelines for how States and other actors must realize the participatory dynamic and enact ‘nothing about us without us’ (United Nations, 2018).
Central to the participatory dynamic is the distinction between mere consultation, which involves seeking information towards the end of a process, and codesign or co-creation, which actualizes participation by including and equipping persons with disabilities and their representative bodies throughout the entire process – from design and drafting to implementation and monitoring of disability inclusion initiatives (Harpur & Stein, 2022). Achieving this participatory framework demands substantial efforts from States and other stakeholders to build capacity and effectively implement it. This is crucial in realizing the transformative potential of the CRPD in advancing disability rights and ensuring a paradigm shift towards inclusive human rights practices that centre those directly impacted.
Research on persons with disabilities has often failed to embrace the participatory dynamic. Instead, disability-related research has been dominated by non-disabled persons from a medical lens, excluding the possibility of full participation and representation of the disability community.
Within the main research institutions of Australia (our universities), there is a shortage of disability representation within university executive positions (Harpur & Szucs, 2023). Although there are many reasons why those with non-apparent disabilities may be in such roles and not wish to disclose, the majority of researcher leaders present as non-disabled (Yerbury & Yerbury, 2021). There is also limited research into the status of higher degree by research students in the Australian and international context, although what does exist indicates the lack of support and difficulties faced by these students (Spier & Natalier, 2023). This is despite PhD students being the pipeline for our future research workforce. Other university-specific barriers – access to completing education – also disproportionately impact this student group, such as poor university policies on access to digital books for the print disabled (Harpur & Loudoun, 2011). We can also make the assumption that this under-represented group follows many of the struggles of other minorities in higher education such as lower enrolment and success rates (Brownlow et al., 2023). We can further contextualise this with the participation rates of undergraduate students with disabilities in Australian universities, which is currently reported to be at 9.4%, despite the population of Australians with disabilities estimated to be at 18% (Australian Institute of Health and Welfare, 2022, 2024).
With the pipeline for student to academic already demonstrating challenges, there are further barriers to those who do become academics with disabilities. As well as the continuation of issues present during the student life cycle, such as access to digital resources necessary for academia, new issues emerge (Harpur, 2017). These challenges include discrimination and loss of opportunity for disclosing a disability in the workplace as well as more logistical challenges (Thom-Jones, 2022; Yerbury & Yerbury, 2021). For example, an Australian academic is often expected to travel for work, including activities essential for career advancement such as conferences (Pegg et al., 2021). However, this attracts significant extra costs of time, money and energy for academics with disabilities compared with those without. For example, they may need to rely on a guide, need to bring their personal carer or book a more expensive hotel room with the necessary facilities (Karl et al., 2022). With the added stress and financial pressure from these considerations, there are many who opt out, further impacting their careers (Pegg et al., 2021). Although some funding exists from UQ to support their academics traveling for work, this is far from the norm (Workplace Diversity and Inclusion, 2022). All of these factors, and more, cumulate in an Australian academic landscape that rarely features those with disabilities, especially in leadership positions (Harpur & Szucs, 2023).
A research landscape dominated by non-disabled people does not fulfil the expectations led by the CRPD, which requires the full participation of persons with disabilities in all areas of life concerning them (Harpur & Stein, 2022; United Nations, 2018). Furthermore, there is historical advocacy for a greater role of researchers with a disability to improve academic outcomes (Stone & Priestley, 1996). Stone and Priestley (1996) highlighted the tendency for research by non-disabled researchers to be ableist and unethical, such as by prioritising the views of practitioners treating disabilities above the individuals. Oliver (1992) and Kitchin (2000) elaborate how research outputs do not represent the researched community and can further alienate and disempower the disability community. Negative views of persons with disabilities continue, with such viewpoints being illustrated by a 2024 article calling homeless people with personality disorders ‘super difficult patients’, again highlighting the perspective of the practitioner over the disabled individual (Henriques-Calado & Gama Marques, 2024).
Much of this previous criticism comes from the fact that many practitioners and disability researchers rely on the medical model of disability. This model frames disability as a deficit that needs to be treated and remedied, and those with disabilities being discounted citizens (Adame, 2014). Indeed, there is a strong perception that this model is linked to eugenics, institutionalisation and segregation of disabled people (Adame, 2014; Kitchin, 2000). Meanwhile, research from disability advocates and disabled people embraces the social model of disability, which instead focuses on strengths and outside factors that disable a person and highlights ‘nothing about us without us’ (Inckle et al., 2023).
The result of the research landscape being dominated by the medical model and non-disabled researchers was a long-standing culture where those with disabilities have felt used, irrelevant and overall unhelpful to improving the lives of their communities (Inckle et al., 2023; Oliver, 1992). Indeed, the general sentiment from those with disabilities has been consistently negative in relation to their capacity to enact meaningful social change as well as further entrenching power dynamics (Kitchin, 2000; Oliver, 1992; Stone & Priestley, 1996).
Change was needed to improve research outcomes and participation for the disability community, to overcome the fact that ‘research has been experienced as exploitative, oppressive and unrepresentative, and many disabled people are suspicious of able-bodied researchers’ (Inckle et al., 2023).
A well-defined university strategy can contribute to positive change in research culture by providing a structured framework for actions, centred around a principles-based ambition for change. This framework typically includes clear objectives, measurable KPIs (key performance indicators), and actionable items that guide researchers and stakeholders towards impactful outcomes. It fosters accountability among all involved parties, ensuring that efforts are directed towards achieving tangible results in research. Additionally, a strategic approach helps in aligning resources effectively, maximizing collaboration opportunities and ultimately advancing the field with meaningful contributions and innovations. As a university strategy is an expression of top-down priorities and values, this format is especially pertinent to improving outcomes for minorities in research, who may not be best positioned within university structures to enact change.
To illustrate, other marginalised communities within higher education and research participation have addressed similar issues of collaboration and meaningful engagement via strategies. For example, the peak body Universities Australia, as part of its Indigenous Strategy 2017–2020, committed all thirty-nine-member universities to ‘have Indigenous Research Strategies in place’ (Universities Australia, 2017). The University of Queensland fulfilled this commitment with the Aboriginal and Torres Strait Islander Research and Innovation Strategy (2021–2025), which explicitly follows the same ethos of inclusion, self-determination and centring of First Nations voices (The University of Queensland, 2021). The inclusive and collaborative model for this strategy lent itself to success, with UQ leading the first awarded Indigenous-led Australian Research Council Centre of Excellence in 2022, with AUD 35 million of funding over 7 years (Australian Research Council, 2022). Other successes included access to AUD 400,000 in research funding, growth in Aboriginal and Torres Strait Islander HDR enrolments, improved access to data commons to improve Indigenous research capacity and the hosting of Indigenous Knowledge Centre researchers to improve collaboration and access (The University of Queensland, 2022).
UQ seeks to become a disability champion of change and has engaged in several university-wide initiatives to create a more inclusive society. As part of this effort to champion inclusion, UQ is committed to empower and resource a co-creation process to develop a Champions of Change: Disability Inclusion and Research Innovation Plan (the Plan) as one key aspect of this change agenda. The Plan followed the notion of achieving excellence in disability research centres on having individuals with disabilities in a leadership position throughout the entire research process, from the initial project stages to the implementation and influence of findings. This section details how the development of the Plan sought to uphold the fundamental principle of inclusion ‘nothing about us without us’ by engaging those with disabilities in the decision-making process.
The Plan not only leverages significant events like the 2032 Olympics and Paralympics but also capitalizes on the university’s expanding expertise in intersectionality. By explicitly targeting research by people with disabilities, disability research itself, support for professional staff working with researchers with disabilities and engagement with end users of disability research, the Plan covers a broad spectrum of opportunities for promoting inclusion and accessibility. This comprehensive approach demonstrates a nuanced understanding of disability inclusion within the research and innovation context, ensuring that diverse perspectives are integrated into every facet of the university’s research endeavours.
The concept of a university-wide disability inclusion research plan was initially discussed during the preparation of the University of Queensland Disability Action Plan 2018–2021 (UQ DAP). Rather than creating a comprehensive plan, Clause 4.6 of this document committed the university to promoting and supporting research aimed at fostering a disability-inclusive environment. Academic and operational researchers at UQ utilized this strategic commitment to develop a research agenda that contributed to the university’s goals of enhancing disability inclusion. One aspect of this research agenda was resourcing academic and professional staff to collaborate on co-creating policy solutions for the university, while at the same time enabling academics to use this process to produce academic outputs (Karl et al., 2022). The success of disability-related research laid the groundwork for shaping the current DAP (2023–2025), which includes a commitment by UQ to develop a Disability Inclusion Research and Innovation Plan.
The creation of the Disability Inclusion Research and Innovation Plan was guided by the ethos and principles of the CRPD, already apparent in the process for creating the DAP (The University of Queensland, 2023b). This precedent would continue moving forward into leadership and responsibility of the project, as the strategy’s oversight lies with the chair of the DIG, who themselves live with a disability.
The creation of the Plan relied on extensive consultations with members of the disability community. By centring the voices and experiences of individuals with disabilities in the Plan’s development, it ensures that the resulting initiatives are not only sensitive to their needs but also reflective of their lived realities. Such inclusivity not only promotes equity but also leads to innovations and enhances the effectiveness and relevance of the Plan in addressing the diverse challenges faced by the disability community for research inclusion within our institution. All of this, in consideration with the previously mentioned challenges with disability research, clearly demonstrated a need for further action in this area.
The rest of this chapter details the collaboration and highlights the outputs of such an approach.
The scope of the Plan was initially defined after the project team (the Research Strategy and Policy Team) conducted a thorough review of the existing literature, including peer-reviewed and grey literature, focusing on ‘Disability Inclusion Research Plans’. Specifically, this desktop review encompassed disability strategies, action plans, agendas and guidelines from Australian universities, state and federal governments and NGOs (non-governmental organisations). The goal was to determine the parameters and objectives that the Plan should aim to encompass. Additionally, the Plan’s objectives were aligned with the structure and goals outlined in the UQ Research Roadmap, a document which guides the University’s overall research endeavour (The University of Queensland, n.d.).
The development of the Plan was informed by a multistage consultation and drafting approach across the University over one year. The first part of the consultation was in two stages: an online survey and focus groups. Input and feedback as to the potential vision, values, and ambitions for the Plan were gathered via survey, while more in-depth opinions and ideas from stakeholders were gathered via the focus groups to guide development of the Plan.
Ethics was provided under UQ Ethics number 2023/HE001520.
A total of sixty-eight participants took part in the online survey, comprising staff and HDR students. Among them, thirty-one voluntarily disclosed a disability.
The survey was designed to comprehensively assess disability inclusion research and innovation at UQ through a series of focused questions. It sought to understand the current state of disability inclusion efforts, identifying key areas for improvement and information gaps necessary to support researchers who live with a disability. Additionally, the survey aimed to envision future aspirations for UQ in disability research and sought opinions on how the university can emerge as a leader in this field at local, national and global levels. ‘Vision’ questions explored stakeholders’ perspectives on UQ’s role in enabling and facilitating disability-related research by staff and students, while ‘values’ questions aimed to investigate individual viewpoints on what disability inclusion means and how UQ should prioritize its efforts in this area.
In total, twenty-seven participants consisting of staff, HDR students and persons with disabilities took part in six focus groups. These sessions involved a total of fifty participant instances, as some individuals signed up for and attended more than one focus group because each session had a different topic. On average, each participant engaged in just under two focus groups, highlighting their active involvement and contribution across multiple sessions. This diverse participation ensured that comprehensive perspectives were gathered and considered in the discussions and outcomes of the focus groups.
The focus groups at UQ were structured around five distinct topics aimed at comprehensively addressing various facets of disability research and support within the university. These topics were: supporting researchers with disabilities; assessing UQ’s capabilities and achievements in disability research; examining research impact and engagement with end users; exploring partnerships for advancing disability research initiatives; and identifying training and development needs for researchers and those working in research support and administration. A seventh session was held in-person with the UQ Disability Community of Practice and asked participants to express their opinions on the items outlined above. A group discussion was facilitated by the project team and asked participants to collaborate on their responses to the discussion items.
Note on disclosure: Members of the focus groups were not asked for their disability status, as disclosure can be a complicated topic (Yerbury & Yerbury, 2021). However, the attendees were active members of the disability community, and many disclosed their disability voluntarily as part of their responses.
Data analysis was performed by the Strategy and Policy Team. The qualitative output of the sources was collated and de-identified. A thematic analysis was then conducted to create the draft action items for a 2024–2026 Action Plan, the key outcome-focused component of the larger Plan. Three authors manually processed and analysed the data to create the key interest areas. These were validated by other members of the team. Measures, responsibilities and delivery timeframes were then also drafted to accompany the key action items.
The Plan was developed by the Strategy and Policy Team through extensive engagement and liaison with owners of draft action items, ensuring each was achievable, appropriate and fit for purpose. Following this, the consultation draft was disseminated across the university and invited final feedback and comments to refine and finalize the plan; this activity also served as the third consultative exercise. The Plan currently awaits executive final approvals and will go to the Research and Ethics Committee for endorsement. Publication of the final Plan is scheduled for September 2024.
The above participatory approach resulted in consistent participant feedback centring on four domains: Researchers and Research Culture, Research and Innovation Enabling Capabilities, Research Investment and Cross-Disciplinary Collaboration, and Research Infrastructure, Systems and Precincts. These domains align with the UQ Research Roadmap, which will support operationalization of the Plan through the university’s annual planning and reporting processes.
There was a high level of interest in the experiences of HDR students as future research leaders and as direct participants.
Participants identified several challenges within the HDR context, including a perceived lack of support resources directed towards HDR students compared to undergraduate students. One survey respondent expressed this as:
My disability advisor didn’t know how to set up an SAP [Student Access Plan] for me because it’s mainly used for undergraduates. The overall structure of the SAPs for HDRs needs to be thought through.
Financial hardships were highlighted, particularly concerning the need for stipends and scholarships tailored to support students managing disabilities. The survey respondents emphasized the necessity of financial assistance to cover disability-related costs for HDR students designed to alleviate the financial burdens associated with pursuing higher education for students with disabilities. As expressed by a focus group participant:
… the lack of HDR students identifying with a disability, particularly those [with disabilities] that are expensive… Because we can’t afford to support ourselves on a stipend. And so, if you want to encourage people with a disability to participate in research and keep them there, they have to be able to afford to get through it, right?
Additionally, participants emphasized the need for comprehensive training programmes for academic advisors of HDR students (the local term for PhD supervisors) to better understand and utilize available support systems for their students. They also expressed concerns about research environments perceived as unwelcoming and ableist within higher education.
Participants also advocated for inclusive training initiatives aimed at promoting disability awareness and combating ableism among both staff and students. These insights underscore the participants’ collective push for systemic improvements to ensure equitable access and support within academic and research environments for researchers managing disabilities. As one focus group participant expressed:
…training for supervisors on how to manage and be more open and accepting of people with disability. In my personal experience I’ve had similar situations of questioning whether you’re really sick. [That] You look fine today.
For more general researcher improvement, participants expressed that funds dedicated to researchers with disabilities would allow for these individuals to gain a higher researcher profile in line with their opportunity, while also cementing UQ as a disability research leader.
Participants emphasized the critical need for trust building within the disability community, highlighting the positive impact of having disabled individuals in leadership roles within research endeavours. This leadership representation was seen as essential for ensuring that research outcomes are relevant and trusted by those they aim to benefit.
There was a shared sentiment among participants regarding the necessity to manage expectations realistically in disability research. They noted how promising research outcomes that might be hindered by funding constraints, governmental policies, and other factors without explaining this possibility to participants damaged trust. As one focus group participant explained:
… building trust with the disability community, it’s hard to maintain because if you’re working with the university or with government or with, a big business. And then you’re also working with community or go between. And essentially the end of the day, a workable solution is probably going to be something that neither side will be happy with…
Participants also advocated for disseminating research findings beyond traditional academic journals to more accessible formats such as YouTube videos, which can effectively showcase tangible results to the broader community. They also linked this to adding further value to researchers with disabilities, who may find such outputs more accessible and relevant than traditional research outputs.
Collaboration with local communities and organizations was identified as pivotal in disability inclusion research. Engaging external stakeholders was viewed as crucial for developing practical solutions and promoting positive social change. Participants expressed that such a collaborative approach would reflect UQ’s commitment to responsible and engaged research that directly serves and involves the community.
Specifically, participants proposed the establishment of a pre-award research funding system aimed at consulting with individuals with lived experiences of disabilities, saying that this initiative would facilitate meaningful partnerships between UQ researchers and the disability community, ensuring that research efforts are inclusive and address real-world needs effectively.
Participants in the discussion emphasized UQ’s potential to spearhead linkage partnerships, advocating for multidisciplinary approaches that integrate disability into diverse realms of research. They proposed a requirement for disability co-leadership or substantial collaboration to access external funding, aiming to ensure research projects directly address the needs of the disability community and avoid tokenism. Highlighting UQ’s Paralympics Centre of Excellence, participants saw an opportunity not only to advance medical and sports research but also to champion the social model of disability and empower researchers with a disability (The University of Queensland, 2023a).
Additionally, there was a strong call for dedicated funding streams supporting research by individuals with disabilities, coupled with the creation of an online platform to consolidate and navigate UQ’s disability research efforts. These proposed initiatives reflect a collective vision to enhance UQ’s leadership in inclusive research practices, leveraging its resources to foster impactful collaborations and drive meaningful advancements in disability studies and beyond.
Participants highlighted several challenges they encountered in accessing various aspects of their university experience. These difficulties encompassed physical access barriers, limitations in accessing research systems and resources and ethical concerns in consulting the disability community. For instance, one HDR survey respondent cited the struggle of needing remote access to digital resources due to physical barriers preventing them from reaching the library and policies preventing access to digital books:
It makes life more difficult for the student with a disability, especially when trying to attain physical library books.
Ethics procedures were also criticized for their complexity, discouraging some from engaging in initial consultations with the disability community.
Additionally, there was a pressing need expressed for improved access to necessary equipment to support individuals with disabilities. Participants called for greater flexibility in work arrangements and the creation of inclusive and accessible buildings. For example, labs were consistently identified as areas requiring improvements in accessibility infrastructure. These concerns underscored the participants’ advocacy for systemic changes to enhance inclusivity and ensure equitable access to educational resources and opportunities within the university environment.
The results of the research directly informed the key focus areas of the Plan (further examined in the discussion).
Reflecting on how the Plan serves as a case study justifying the prioritization of disability-inclusive research strategies, this discussion explores the potential implications for the broader research agenda in higher education institutions worldwide.
The Plan created from this collaborative process reflects the themes expressed by the participants and outlined in the literature to address the strategic and operational demands of the university.
This focus area states that UQ will empower staff and student researchers with disabilities by fostering an environment of excellence and inclusion. UQ pledges to support and champion their work, enabling them to create lasting impacts and lead in knowledge dissemination. Additionally, UQ plans to enhance cross-institutional capacity for high-quality disability inclusion research through professional development and best practice guidance initiatives.
Examples of specific deliverables in the Action Plan are:
This commitment resonates with the community’s viewpoint outlining the significance of including researchers with disabilities. The aforementioned historical exclusion of individuals with disabilities from participating as researchers means that it is crucial to prioritize the advancement of researchers with disabilities to tackle this issue effectively (Harpur & Szucs, 2023; Stone & Priestley, 1996). This point aligns with the findings of other universities within Australia, such as La Trobe University that offers a Flexible Research Scholarship which funds extensions to doctoral and research masters candidates (La Trobe University, 2023):
This action aligns with community needs by expanding access to opportunities that may otherwise be limited. This is particularly significant for individuals who face barriers such as travel requirements to access traditional or existing resources, which are highly valued on grant applications (Karl et al., 2022; Pegg et al., 2021).
UQ is dedicated to fostering excellence in disability inclusion research and to leveraging researchers’ expertise to develop and apply knowledge, especially to support disability research and involve researchers with disabilities in engaging with end users, aiming for collaborative partnerships and practical outcomes.
As the UQ ethics process already requires researchers to properly articulate the expectations and purpose of their research in a general manner, a specific understanding of how this impacts the disability community will be well placed to create a lasting change. This move aims at improving how people with disabilities experience participation in research and to alleviate concerns associated with the medical model and non-disabled researchers (Inckle et al., 2023; Kitchin, 2000; Oliver, 1992). The importance of the principles of codesign and co-production will further work to limit the sense that the research is irrelevant or not impactful to the communities in question.
This focus area of the Plan highlights the importance of the university strengthening its disability research capability through interdisciplinary collaboration internally and with external partners. It aims to foster long-term engagement across the organization to advance disability research and innovation, particularly in relation to opportunities emerging from Brisbane’s hosting of the 2032 Olympics and Paralympics:
This action and measure will emphasise the importance of how involving persons with disabilities in research processes leads to meaningful outcomes that benefit the community. The increased profile of disability research will also encourage greater participation and engender increased trust from key stakeholders:
This strategic approach utilizes the global spotlight on the Brisbane Olympics to plan for impactful research collaborations that advance disability inclusion initiatives locally and globally. This will also hopefully serve to improve the funding available to academics with disabilities and improve their access to professional development, an issue highlighted frequently by participants (Karl et al., 2022; Pegg et al., 2021).
In response to the system deficits raised by participants, the Plan will maximize opportunities to ensure that top-tier research infrastructure and capabilities are accessible, applying universal design principles to both physical infrastructure and digital research management systems:
This action and measure directly address the need for those within the university to be able to access tools and resources needed for their research, education and career progression (as highlighted earlier); for example, ensuring the university community has access to research platforms in digital form for the print-disabled (Harpur, 2017).
Other factors that make this Plan so innovative include the importance placed on real issues that reflect the values of the disability community. One such factor is the emphasis on the social model of disability, which aligns with the disability community’s preference (Inckle et al., 2023).
The Plan addresses a crucial aspect of the research pipeline, focusing specifically on current research talent. The alignment of the DIG Chair, in both overseeing the Plan and supporting the DAP with respect to teaching, ensures coherent strategic approach to the uplift of disability inclusion research and facilitates achievable capacity building.
While the Plan is comprehensive, it does have limitations in its design. For example, it does not extend to the undergraduate-to-graduate pipeline. Even though these students are captured by existing student supports as well as referenced in the UQ’s DAP, further work on developing the research talent of students with disabilities is planned once recent Universities Accord reforms have been finalised. As a result, potential researchers with disabilities may not receive support until later stages, possibly excluding, at an early stage, a portion of academic and research talent from this potential career pathway. However, this limitation underscores the Plan’s focus on current research talent rather than evidencing a shortfall in consulting and involving people with disabilities.
The Plan incorporates robust governance and accountability measures to guarantee the achievement of key objectives and actions. This includes the establishment of a detailed implementation plan and an annual reporting process to include comprehensive key performance metrics.
Looking ahead, the Plan will be renewed for the 2027–2029 and 2030–2032 iterations, further enhancing its foundational values and extending these initiatives even further. This iterative approach aims to continually improve and adapt to the evolving needs of the disability research community.
Each of these future ambitions for the Plan will involve collaboration and leadership with people with disabilities, such as the inclusion of the UQ DIG on overseeing the implementation plans and annual reports. This will ensure the continuing relevance of the Plan to the disability community across the university and towards meeting the values prescribed by the Plan.
While this case study shows the situation within the university context, universities are organisations that operate much like others in a wider range of industries. For example, this same method of iterative consultation and disability-led oversight for research has relevance for the development of plans and policies in other organisational contexts. This includes disability hiring, recruitment and support strategies for those who wish to better connect with their clients, attract new staff/students or improve employee outcomes.
This consultative and inclusive method can also be applied for smaller scale initiatives, such as reviews of programmes or products, performance reviews or policy and programme development for organisations. Although the specifics may differ, the importance the Plan places on reflecting current and relevant issues to the disability community shows the value to the organisation and community on such an approach.
Throughout this chapter, we have explained the process needed to meaningfully engage the disability community in the development of a research plan that enables researchers, participants and students with a disability to achieve their full potential. This has resulted in a plan that clearly aligns with many of the main issues with disability research participation and conduct, evident within the wider academic literature and the lived experiences of participants and the expectations of the CRPD.
These main themes of the Plan were: Researchers and Research Culture, Research and Innovation Enabling Capabilities, Research Investment and Cross-disciplinary Collaboration and Research Infrastructure, Systems and Precincts. Addressing disability inclusion across each of these focus areas will significantly improve UQ’s disability research capacity as well as researcher development, in a way that will further support persons with disabilities’ engagement in society. Further research may evaluate the impacts of such a plan after implementation. However, the current relevance of the Plan clearly aligns with the needs of the community as presented in academic literature and our own data collection.
For too long, disability research has been a lot about us, without us. Even worse, about us, in a way that looks down on us or judges us. When large research institutions, or any institution at all, take the opportunity to reflect and actively work towards inclusion, we can bypass ‘nothing about us without us’ and realise the ideal of ‘nothing about us, unless it is led by us’.
Lived Experience of Disability
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