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dc.contributor.authorBrewster, Stephanie
dc.contributor.authorDuncan, Neil
dc.contributor.authorEmira, Mahmoud
dc.contributor.authorClifford, Angela
dc.date.accessioned2017-08-08T14:55:41Z
dc.date.available2017-08-08T14:55:41Z
dc.date.issued2017-06-12
dc.identifier.citationBrewster, S., Duncan, N., Emira, M., and Clifford, A. (2017) 'Personal sacrifice and corporate cultures: career progression for disabled staff in higher education', Disability & Society, 32 (7) pp. 1027-1042
dc.identifier.issn0968-7599
dc.identifier.doi10.1080/09687599.2017.1331837
dc.identifier.urihttp://hdl.handle.net/2436/620572
dc.description.abstractDisabled people are under-represented in higher education (HE), especially in senior posts. This article reports research on the perspectives of career progression into leadership held by disabled staff in one post-1992 university. Findings indicated that some participants were already engaged in leadership or aspired to such roles, and reported positive experiences. However, participants also experienced barriers to progression, including a lack of awareness of equality and diversity among managers and colleagues, inadequate professional development opportunities and the competitive organisational culture of management that could impact on their health and work–life balance. We conclude that disabled staff in HE do not yet have equal opportunities for progression into leadership roles compared with their non-disabled peers. There is a need for realignment of the culture of leadership and management to make it more compatible with the full inclusion of disabled staff in HE such that their unique contributions are valued.
dc.language.isoen
dc.publisherTaylor and Francis
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/09687599.2017.1331837
dc.subjectLeadership
dc.subjectdisability
dc.subjecthigher education
dc.subjectcareer progression
dc.subjectdisabled staff
dc.titlePersonal sacrifice and corporate cultures: career progression for disabled staff in higher education
dc.typeJournal article
dc.identifier.journalDisability & Society
dc.contributor.institutionFaculty of Education, Health and Well-Being, University of Wolverhampton, Walsall, UK
dc.contributor.institutionFaculty of Education, Health and Well-Being, University of Wolverhampton, Walsall, UK
dc.contributor.institutionResearch & Analytics, City and Guilds of London Institute, London, UK
dc.contributor.institutionFaculty of Education, Health and Well-Being, University of Wolverhampton, Walsall, UK
dc.date.accepted2017-05-16
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW080817SB
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2018-12-01
dc.source.volume32
dc.source.issue7
dc.source.beginpage1027
dc.source.endpage1042
refterms.dateFCD2018-10-19T09:05:57Z
refterms.versionFCDAM
refterms.dateFOA2019-05-30T08:54:54Z
html.description.abstractDisabled people are under-represented in higher education (HE), especially in senior posts. This article reports research on the perspectives of career progression into leadership held by disabled staff in one post-1992 university. Findings indicated that some participants were already engaged in leadership or aspired to such roles, and reported positive experiences. However, participants also experienced barriers to progression, including a lack of awareness of equality and diversity among managers and colleagues, inadequate professional development opportunities and the competitive organisational culture of management that could impact on their health and work–life balance. We conclude that disabled staff in HE do not yet have equal opportunities for progression into leadership roles compared with their non-disabled peers. There is a need for realignment of the culture of leadership and management to make it more compatible with the full inclusion of disabled staff in HE such that their unique contributions are valued.


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