Is the university an enabling environment? A qualitative study examining the impact of university disability policy for staff
Abstract
This study aims to address the university social responsibility (USR) in France by examining disability policy for staff. The concept of an enabling environment is utilized, grounded in the capabilities approach. The aim is to understand how a French university fosters an enabling environment, on the one hand, to facilitate the disclosure of disability and, on the other hand, to promote participation in the institution’s disability policy. The present study employs a qualitative methodology, encompassing both primary and secondary data collection. A thematic content analysis is then conducted, utilising QDA Miner software. The results demonstrate the processes ranging from mobilizable resources to achievements. Some positive conversion factors are highlighted (e.g., the visibility of disability ambassadors), but also some negative ones (e.g., lack of time). It is evident that capabilities are observed, thereby strengthening the power of staff to take steps towards recognition as a disabled worker or to engage in the university’s disability policy (e.g., participation in DuoDay).