The Multidimensional Approach to Accessibility for Inclusive Educational Management in Postgraduate Education

Abstract

Universities play a fundamental role in social transformation toward educational inclusion, particularly in graduate education, where accessibility barriers persist that limit attention to diversity. The aim of this study is to design and validate a global multidimensional accessibility index for evaluating inclusive education in graduate programs, through the identification of dimensions, indicators, and best practices to guide inclusive educational management. The research adopts a mixed-methods approach integrating theoretical methods: analytical-synthetic, systemic-structural, intersectional, content analysis, and thematic analysis and empirical methods: expert judgment, a survey of students from six master's programs, and a focus group with faculty from different programs and university institutions. The working group consisted of 262 graduate students, 24 faculty members included in the focus group, and 11 experts for the validation process, all with knowledge and experience in educational inclusion, attention to diversity, and more than ten years in graduate education. As a key outcome, an operationalizable index and an accessibility best practices guide were developed, applicable to the management of graduate programs at the Universidad Bolivarian of Ecuador (UBE), with potential for transfer to other higher education institutions.