Edited by Martyna Śliwa, Professor of Management and Organisation, University of Bath School of Management, University of Bath, Lisa Anderson, Professor of Management Learning, University of Liverpool Management School, University of Liverpool, Kate Black, Professor of Management Learning and Education, Newcastle Business School, Northumbria University, Caroline Chaffer, Associate Dean for Teaching and Learning - Student Experience, School for Business and Society, University of York and Jill Webb, Associate Dean for Teaching, Learning and Students, Faculty of Social Sciences, University of York, UK

• ContentsIntroduction to the Handbook of Inclusive Learning and Teaching inBusiness and Management 1Martyna Śliwa, Lisa Anderson, Kate Black, Caroline Chaffer, and Jill WebbPART I CURRICULUM CONTENT AND ASSESSMENT1 The gap between rhetoric and reality: an audit of postgraduatecurricula for evidence of equality, diversity, and inclusion 14Christina Schwabenland, Alexander K. Kofinas, and KevinHainsworth2 Democratising the curriculum: inclusive learning throughstudents’ ownership of assessment 34Kate Black and Russell Warhurst3 Embedding diversity, inclusivity, and democracy in the classroom 47Juliet Kele and Steff Worst4 Using Lego as a Serious Play (LSP) as an inclusive assessmentstrategy with economically, linguistically, and culturallydisadvantaged students: the quest for social justice inmanagement education 72Eleni Meletiadou5 A person-centred approach to researcher development forbusiness management doctorates 88Scott Foster, Julie Sheldon, Claire Hannibal, and Mollie Bryde-EvensPART II BELONGING AND ENGAGEMENT6 Micro-recognitions of voice as a route to student belonging andmattering 106Laura Dixon, Lindsey Gaston, Scott Foster, OlatundeDurowoju, and Tony Wall7 Students as Partners: an operational system for EDIR-driventeaching and learning practice 125Rebecca Liu and Sophie James8 Inclusive pedagogic practices for business school executiveeducation: facilitated belongingness and valued uniqueness 142Nicola Patterson, Amy Stabler, Sharon Mavin, and Joanne JamesPART III DIGITAL AND BLENDED APPROACHES9 A transformative learning and teaching approach to inclusiveeducation 165Ling Xiao, Lucy Gill-Simmen, and Niki Panteli10 An exploration of engagement and learner success in fully onlinelearning and implications for inclusive practice 183Liz Matykiewicz, Jane Neal-Smith, and Susan Cox11 Blending academic literacy and subject instruction: supportinginternational postgraduates through inclusive practices 199Senika Dewnarain and Fatma Elshafie12 Bridging the gap: utilising digital solutions to unite businessstudents across various HE contexts 214Stella Xu, Xue Zhou, and Ryan ArthurPART IV LEARNING ENVIRONMENTS AND APPROACHES13 Experiencing the journey to reflexivity together 232Bob Townley, Jane Neal-Smith, and Gill Bishop14 Inclusive professional education for sustainability: the CranfieldMSc Sustainability 247Rosina Watson, Kenisha Garnett, and Rosina Borrelli15 Inquiry-based learning as an inclusive approach to teachinginternational students 270Helen Tracey and Diep Nguyen16 Final remarks 285Lisa Anderson, Kate Black, Caroline Chaffer, Martyna Śliwa,and Jill WebbIndex 287

Edited by Martyna Śliwa, Professor of Management and Organisation, University of Bath School of Management, University of Bath, Lisa Anderson, Professor of Management Learning, University of Liverpool Management School, University of Liverpool, Kate Black, Professor of Management Learning and Education, Newcastle Business School, Northumbria University, Caroline Chaffer, Associate Dean for Teaching and Learning - Student Experience, School for Business and Society, University of York and Jill Webb, Associate Dean for Teaching, Learning and Students, Faculty of Social Sciences, University of York, UK

• ContentsIntroduction to the Handbook of Inclusive Learning and Teaching inBusiness and Management 1Martyna Śliwa, Lisa Anderson, Kate Black, Caroline Chaffer, and Jill WebbPART I CURRICULUM CONTENT AND ASSESSMENT1 The gap between rhetoric and reality: an audit of postgraduatecurricula for evidence of equality, diversity, and inclusion 14Christina Schwabenland, Alexander K. Kofinas, and KevinHainsworth2 Democratising the curriculum: inclusive learning throughstudents’ ownership of assessment 34Kate Black and Russell Warhurst3 Embedding diversity, inclusivity, and democracy in the classroom 47Juliet Kele and Steff Worst4 Using Lego as a Serious Play (LSP) as an inclusive assessmentstrategy with economically, linguistically, and culturallydisadvantaged students: the quest for social justice inmanagement education 72Eleni Meletiadou5 A person-centred approach to researcher development forbusiness management doctorates 88Scott Foster, Julie Sheldon, Claire Hannibal, and Mollie Bryde-EvensPART II BELONGING AND ENGAGEMENT6 Micro-recognitions of voice as a route to student belonging andmattering 106Laura Dixon, Lindsey Gaston, Scott Foster, OlatundeDurowoju, and Tony Wall7 Students as Partners: an operational system for EDIR-driventeaching and learning practice 125Rebecca Liu and Sophie James8 Inclusive pedagogic practices for business school executiveeducation: facilitated belongingness and valued uniqueness 142Nicola Patterson, Amy Stabler, Sharon Mavin, and Joanne JamesPART III DIGITAL AND BLENDED APPROACHES9 A transformative learning and teaching approach to inclusiveeducation 165Ling Xiao, Lucy Gill-Simmen, and Niki Panteli10 An exploration of engagement and learner success in fully onlinelearning and implications for inclusive practice 183Liz Matykiewicz, Jane Neal-Smith, and Susan Cox11 Blending academic literacy and subject instruction: supportinginternational postgraduates through inclusive practices 199Senika Dewnarain and Fatma Elshafie12 Bridging the gap: utilising digital solutions to unite businessstudents across various HE contexts 214Stella Xu, Xue Zhou, and Ryan ArthurPART IV LEARNING ENVIRONMENTS AND APPROACHES13 Experiencing the journey to reflexivity together 232Bob Townley, Jane Neal-Smith, and Gill Bishop14 Inclusive professional education for sustainability: the CranfieldMSc Sustainability 247Rosina Watson, Kenisha Garnett, and Rosina Borrelli15 Inquiry-based learning as an inclusive approach to teachinginternational students 270Helen Tracey and Diep Nguyen16 Final remarks 285Lisa Anderson, Kate Black, Caroline Chaffer, Martyna Śliwa,and Jill WebbIndex 287

Edited by Martyna Śliwa, Professor of Management and Organisation, University of Bath School of Management, University of Bath, Lisa Anderson, Professor of Management Learning, University of Liverpool Management School, University of Liverpool, Kate Black, Professor of Management Learning and Education, Newcastle Business School, Northumbria University, Caroline Chaffer, Associate Dean for Teaching and Learning - Student Experience, School for Business and Society, University of York and Jill Webb, Associate Dean for Teaching, Learning and Students, Faculty of Social Sciences, University of York, UK

• ContentsIntroduction to the Handbook of Inclusive Learning and Teaching inBusiness and Management 1Martyna Śliwa, Lisa Anderson, Kate Black, Caroline Chaffer, and Jill WebbPART I CURRICULUM CONTENT AND ASSESSMENT1 The gap between rhetoric and reality: an audit of postgraduatecurricula for evidence of equality, diversity, and inclusion 14Christina Schwabenland, Alexander K. Kofinas, and KevinHainsworth2 Democratising the curriculum: inclusive learning throughstudents’ ownership of assessment 34Kate Black and Russell Warhurst3 Embedding diversity, inclusivity, and democracy in the classroom 47Juliet Kele and Steff Worst4 Using Lego as a Serious Play (LSP) as an inclusive assessmentstrategy with economically, linguistically, and culturallydisadvantaged students: the quest for social justice inmanagement education 72Eleni Meletiadou5 A person-centred approach to researcher development forbusiness management doctorates 88Scott Foster, Julie Sheldon, Claire Hannibal, and Mollie Bryde-EvensPART II BELONGING AND ENGAGEMENT6 Micro-recognitions of voice as a route to student belonging andmattering 106Laura Dixon, Lindsey Gaston, Scott Foster, OlatundeDurowoju, and Tony Wall7 Students as Partners: an operational system for EDIR-driventeaching and learning practice 125Rebecca Liu and Sophie James8 Inclusive pedagogic practices for business school executiveeducation: facilitated belongingness and valued uniqueness 142Nicola Patterson, Amy Stabler, Sharon Mavin, and Joanne JamesPART III DIGITAL AND BLENDED APPROACHES9 A transformative learning and teaching approach to inclusiveeducation 165Ling Xiao, Lucy Gill-Simmen, and Niki Panteli10 An exploration of engagement and learner success in fully onlinelearning and implications for inclusive practice 183Liz Matykiewicz, Jane Neal-Smith, and Susan Cox11 Blending academic literacy and subject instruction: supportinginternational postgraduates through inclusive practices 199Senika Dewnarain and Fatma Elshafie12 Bridging the gap: utilising digital solutions to unite businessstudents across various HE contexts 214Stella Xu, Xue Zhou, and Ryan ArthurPART IV LEARNING ENVIRONMENTS AND APPROACHES13 Experiencing the journey to reflexivity together 232Bob Townley, Jane Neal-Smith, and Gill Bishop14 Inclusive professional education for sustainability: the CranfieldMSc Sustainability 247Rosina Watson, Kenisha Garnett, and Rosina Borrelli15 Inquiry-based learning as an inclusive approach to teachinginternational students 270Helen Tracey and Diep Nguyen16 Final remarks 285Lisa Anderson, Kate Black, Caroline Chaffer, Martyna Śliwa,and Jill WebbIndex 287