Fragmented strivings: A scoping review of inclusivity and internationalisation in higher education policies and practices

Abstract

Equality, diversity and inclusion (EDI) policy frameworks are enacted to establish and maintain equitable and fair conditions for marginalised students. However, marginalised students, specifically refugees and forced migrants, face multiple obstacles when entering higher education (HE). The ability to overcome many of these hindrances rests in the formation and implementation of inclusive policies and good practices at national and institutional levels. However, since little research has hitherto been conducted on how inclusivity informs HE internationalisation policies and practices globally, an attempt was made to explore this notion. A scoping review was conducted to discover how inclusivity informs internationalisation on a global scale regarding policies and practices, along with a specific focus on how inclusivity informs policies and practices for refugees. A total of 35 studies published between 2018 and 2023 were included in this review. The findings illustrate that the Global North still dominates the conversation with little collaboration across the socio-political divide. In addition, the literature shows that globally, very few countries have effectively adopted policies and practices in terms of inclusivity to accommodate displaced students within mainstream internationalisation. In addition, those countries that have adopted policies often present social and administrative challenges for refugees. Consequently, specific sub-areas of policies and practices needing inclusive reform were identified. Finally, articles that explore how institutions have altered their policies and practices to address inclusivity were reviewed. Results revealed an inconsistent approach to and application of inclusive policies and practices within internationalisation in HE. Research on mainstream internationalisation identified limited literature on policy and practice implementation to address the HE needs of forced migrants. Despite a call for inclusive education, policies and practices in HE remain largely theoretical. This article aims to provide a perspective on these issues by discussing the trends and challenges discovered in the literature and making recommendations to potentially address the transformation of contextual spaces for refugees in HE