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Lookup NU author(s): Dr Nicola PattersonORCiD, Dr Amy Stabler, Professor Sharon MavinORCiD, Dr Joanne James
This is the authors' accepted manuscript of a book chapter that has been published in its final definitive form by Edward Elgar Publishing., 2025.
For re-use rights please refer to the publisher's terms and conditions.
The chapter considers an academic team’s inclusive pedagogic practice when facilitating UK business school executive education, guided by a combination of two pedagogic principles: facilitated belongingness and valued uniqueness (Shore et al., 2011; Randel et al., 2018). Inclusion is a shared value for the team and a design principle of the critical pedagogy which underpins the part-time, hybrid, practice-based MSc Strategic Leadership and MSc Coaching & Mentoring programmes. Following a collective reflexive research approach, we present case illustrations from three modules of how academics facilitate inclusive practices which facilitate belongingness for learners whilst valuing learners’ uniqueness. We outline and contribute learning from the practical techniques and four interconnected elements supporting inclusive practice for learning and teaching: collaboration, vulnerability, safe enough learning environments, and playful experimentation.
Author(s): Patterson N, Stabler A, Mavin S, James J
Editor(s): M, Sliwa; L, Anderson; K, Black; C, Chaffer; J, Webb;
Publication type: Book Chapter
Publication status: Published
Book Title: Handbook of Inclusive Learning and Teaching in Business and Management
Year: 2025
Pages: 142-163
Print publication date: 20/05/2025
Online publication date: 20/05/2025
Acceptance date: 26/02/2024
Publisher: Edward Elgar Publishing.
URL: https://doi.org/10.4337/9781035325733.00015
DOI: 10.4337/9781035325733.00015
ePrints DOI: 10.57711/pdqg-js44
