Home > Research > Publications & Outputs > Opening windows and closing gaps

Research

Electronic data

  • 2023OlaHosnyPhD

    Final published version, 3.67 MB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

Text available via DOI:

Keywords

View graph of relations

Opening windows and closing gaps: A case analysis of the agenda setting of Egypt’s inclusion policymaking process in Higher Education Institutions

Research output: Thesis › Doctoral Thesis

Published

Standard

Opening windows and closing gaps: A case analysis of the agenda setting of Egypt’s inclusion policymaking process in Higher Education Institutions. / Hosny, Ola.
Lancaster University, 2023. 204 p.

Research output: Thesis › Doctoral Thesis

Harvard

Hosny, O 2023, 'Opening windows and closing gaps: A case analysis of the agenda setting of Egypt’s inclusion policymaking process in Higher Education Institutions', PhD, Lancaster University. https://doi.org/10.17635/lancaster/thesis/1926

APA

Hosny, O. (2023). Opening windows and closing gaps: A case analysis of the agenda setting of Egypt’s inclusion policymaking process in Higher Education Institutions. [Doctoral Thesis, Lancaster University]. Lancaster University. https://doi.org/10.17635/lancaster/thesis/1926

Vancouver

Hosny O. Opening windows and closing gaps: A case analysis of the agenda setting of Egypt’s inclusion policymaking process in Higher Education Institutions. Lancaster University, 2023. 204 p. doi: 10.17635/lancaster/thesis/1926

Author

Hosny, Ola. / Opening windows and closing gaps : A case analysis of the agenda setting of Egypt’s inclusion policymaking process in Higher Education Institutions. Lancaster University, 2023. 204 p.

Bibtex

@phdthesis{42a785a0b6564dde8acf8b13b7c5691d,
title = "Opening windows and closing gaps: A case analysis of the agenda setting of Egypt{\textquoteright}s inclusion policymaking process in Higher Education Institutions",
abstract = "This is an exploratory qualitative study that illuminates an understanding of the inclusion policymaking processes in Egyptian Higher Education Institutions. The study uses the Multiple Streams Framework supported by the Socio Ecological Framework to define the factors that affect the development of inclusion{\textquoteright}s problem, policy, and politics on all socioecological levels. Students, professors, policymakers, policy entrepreneurs and public authority members are interviewed, and their perceptions discussed in two public and two private universities in Egypt with different inclusion settings. Findings reveal that all four examined institutions are self-aware and have the potential for inclusion policy change, yet policy entrepreneurs and policymakers{\textquoteright} capacities are negatively influencing this potential, limiting possible ideational change. Scarcity of data on students with disabilities, confusing legal framework, and capabilities gaps are also hindering the process. Adding inclusion as an accreditation criterion puts forward a better chance of inclusion and policy change. To the author{\textquoteright}s knowledge, this study is considered the first investigation in discussing the policymaking of inclusion in Egypt{\textquoteright}s public and private universities. Thus, the results interrogate a roadmap on inclusion in Egyptian Higher Education Institutions and form an original contribution to knowledge.",
keywords = "Inclusion, Higher Education Institutions, Students with Disabilities, Policy change, Policymaking, Multiple Streams Framework, Socioecological Framework",
author = "Ola Hosny",
year = "2023",
month = feb,
day = "23",
doi = "10.17635/lancaster/thesis/1926",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - BOOK

T1 - Opening windows and closing gaps

T2 - A case analysis of the agenda setting of Egypt’s inclusion policymaking process in Higher Education Institutions

AU - Hosny, Ola

PY - 2023/2/23

Y1 - 2023/2/23

N2 - This is an exploratory qualitative study that illuminates an understanding of the inclusion policymaking processes in Egyptian Higher Education Institutions. The study uses the Multiple Streams Framework supported by the Socio Ecological Framework to define the factors that affect the development of inclusion’s problem, policy, and politics on all socioecological levels. Students, professors, policymakers, policy entrepreneurs and public authority members are interviewed, and their perceptions discussed in two public and two private universities in Egypt with different inclusion settings. Findings reveal that all four examined institutions are self-aware and have the potential for inclusion policy change, yet policy entrepreneurs and policymakers’ capacities are negatively influencing this potential, limiting possible ideational change. Scarcity of data on students with disabilities, confusing legal framework, and capabilities gaps are also hindering the process. Adding inclusion as an accreditation criterion puts forward a better chance of inclusion and policy change. To the author’s knowledge, this study is considered the first investigation in discussing the policymaking of inclusion in Egypt’s public and private universities. Thus, the results interrogate a roadmap on inclusion in Egyptian Higher Education Institutions and form an original contribution to knowledge.

AB - This is an exploratory qualitative study that illuminates an understanding of the inclusion policymaking processes in Egyptian Higher Education Institutions. The study uses the Multiple Streams Framework supported by the Socio Ecological Framework to define the factors that affect the development of inclusion’s problem, policy, and politics on all socioecological levels. Students, professors, policymakers, policy entrepreneurs and public authority members are interviewed, and their perceptions discussed in two public and two private universities in Egypt with different inclusion settings. Findings reveal that all four examined institutions are self-aware and have the potential for inclusion policy change, yet policy entrepreneurs and policymakers’ capacities are negatively influencing this potential, limiting possible ideational change. Scarcity of data on students with disabilities, confusing legal framework, and capabilities gaps are also hindering the process. Adding inclusion as an accreditation criterion puts forward a better chance of inclusion and policy change. To the author’s knowledge, this study is considered the first investigation in discussing the policymaking of inclusion in Egypt’s public and private universities. Thus, the results interrogate a roadmap on inclusion in Egyptian Higher Education Institutions and form an original contribution to knowledge.

KW - Inclusion

KW - Higher Education Institutions

KW - Students with Disabilities

KW - Policy change

KW - Policymaking

KW - Multiple Streams Framework

KW - Socioecological Framework

U2 - 10.17635/lancaster/thesis/1926

DO - 10.17635/lancaster/thesis/1926

M3 - Doctoral Thesis

PB - Lancaster University

ER -