A Framework for Creating a Campus Culture of Compassion: A Participatory Action Research Approach to Equality

(Completed 2008)

Jennifer Gillies University of Waterloo, Doctoral Stipend 2006

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2009 -Knowledge Transfer Paper

Project Summary
This dissertation united key stakeholders from the University of Guelph community in order to examine issues around accessibility and inclusion of students with disabilities in campus recreation and sport opportunities. The research team included representatives from the University of Guelph’s Centre for Students with Disabilities and the Department of Athletics, an undergraduate student with a disability, and two university alumni. The ultimate goal was to develop a planning framework to guide universities in supporting the human rights and inclusion of students with disabilities in extra-curricular campus life. What emerged from data analysis was the development of a framework for creating a Campus Culture of Compassion. This framework, which encompasses six guiding principles, three fundamental characteristics, and six process pieces, explores how universities can implement programs, policies, services and practices that better respond to the changing and diverse needs of university students with disabilities in order to ensure their full engagement in all areas of campus life.

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2008

Although the presence of students with disabilities on campus is steadily increasing, their total integration and inclusion into campus life has not been as successful (Promis, Erevelles, & Matthews, 2001; Merchant & Gajar, 1997). Canadian students with disabilities continue to be marginalized within universities, mainly because a framework for inclusion has not been firmly established (Promis et al., 2001). Universities endeavour to support the success of these students by providing various on-campus support services; however, they typically focus on academics while other facets of university life are not fully addressed (Promis et al., 2001). Extra-curricular recreational and athletic activities should not be considered trivial, as research has clearly indicated that they have many benefits and can enhance a person’s experiences and quality of life at university (Ashton-Shaeffer et al., 2001; Promis et al., 2001). In order to address this gap, a Participatory Action Research (PAR) approach was utilized to create a research team involving key stakeholders within an Ontario University. PAR involves a process where the community and the research team work together to “develop goals and methods, participate in the gathering and analysis of data, and implement the results in a way that will raise critical consciousness and promote change in the lives of those involved” (Kidd & Karl, 2005, p. 187). Thus, the goal of the research team was to examine issues around accessibility and inclusion and develop a planning framework (based on data collected from twenty-three interviews with students, staff, faculty, and administrators within the university) that would help inform university policy and practice on how to create a university community that is compassionate, welcoming, and inclusive to all which will ultimately help facilitate equal opportunities to recreation and athletics.

References:

Ashton-Shaeffer, C., Gibson, H., Autry, C., & Hanson, C. (2001). Meaning of sport to adults

with physical disabilities: A disability sport camp experience. Sociology of Sport Journal, 18, 95-114.

Kidd, S., & Kral, M. (2005). Practicing participatory action research. Journal of Counseling

Psychology, 52(2), p. 187-195).

Merchant, D., & Gajar, A. (1997). A review of the literature on self advocacy components in transition programs for students with learning disabilities. Journal of Vocational Rehabilitation, 8, 223-231.

Promis, D., Erevelles, N., & Matthews, J. (2001). Reconceptualizing inclusion: The politics of university sports and recreation programs for students with mobility impairments. Sociology of Sport Journal, 18, 37-50.

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