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The purpose of this paper is to examine and critique current approaches of higher education (HE) community concerning stakeholder engagement in the development of information and communications technology (ICT) related accessibility practice.

The approach taken to this examination is to draw on presentations, panel discussions and World Café reflections from an international symposium held in Montreal where researchers and practitioners debated two key questions as follows: have all the relevant stakeholders really been identified? Are there some stakeholders that the HE community has ignored? And what factors influence successfully distributed ownership of the accessibility mission within HE institutions?

A number of “new” internal and external stakeholders are identified and it is argued that if they are to be successfully engaged, effort needs to be invested in addressing power imbalances and developing opportunities for successful strategic silo-crossing.

The value of this paper is in critiquing the argument that all stakeholders in the development of accessible ICT in HE need to be involved, identifying a gap in the argument with respect to whether all relevant stakeholders have actually been engaged and offering insights into this omission might be rectified.

This paper aims to report the findings of a systematized literature review focusing on participatory research and accessibly in the context of assistive technologies, developed for use within museums by people with sensory impairments or a learning disability. The extent and nature of participatory research that occurs within the creation of technologies to facilitate accessible museum experiences is uncertain, and this is therefore a focus of this paper.

This paper is a systematized literature review and subsequent thematic analysis.

A screening of 294 research papers produced 8 papers for analysis in detail. A thematic analysis identified that the concept of accessibly has nuanced meanings, underpinned by social values; the attractiveness of a technology is important in supporting real-life usability; and that the conceptualization of participation should extend beyond the end users.

The argument is made that increasing the participation of people with sensory impairments and learning disabilities in the research process will benefit the design of technologies that facilitate accessibility for these groups.

An original notion of participation has emerged from this review. It includes the participation and goals of disabled people but has expanded the concept to encompass museum personnel and indeed the physical and social spaces of the museums and heritage sites themselves. This constructs a broad of participation, with different aspects being reflected across the review’s research papers.

There is a need for more in‐depth exploration of the e‐learning experiences of disabled learners in higher education, taking into account the complex relationship between learners (skills, knowledge and beliefs), their assistive technologies and the e‐learning contexts in which learners are required to operate. Participatory methods appear to have great potential in enabling the voice of disabled learners to be a more central focus of e‐learning studies. This paper will describe and evaluate a two‐year research project called LExDis, which aims to use participatory methods to explore the e‐learning experiences of disabled learners in one higher education institution. The experience of conducting phase one of the LExDis project will be discussed with regards to three main challenges to using participatory methods: informed participation; valued participation; and empowered participation.

This paper, reproduced with permission from the Economic and Social Research Council's Society Now magazine, aims to give the author's viewpoint on the benefits of digital technologies.

This viewpoint is prepared by an expert researcher, drawing on two recent experiences: reading the Manifesto for a Networked Nation; and attending a technology‐related conference.

The paper provides a viewpoint on the benefits and complexities of digital technologies.

The author considers how few opportunities are afforded to people without internet access compared to those who are digitally included and considers how valuable the people, the communities and the social structures are that enable the benefits of technologies to be enjoyed by everyone.

The growing proportion of older people in the United Kingdom requires policies that are cost‐effective and responsive to their needs. Both these factors have led to growing emphasis on policies which enable older people to remain in homes of their own. Older people are becoming more vociferous in expressing their views and are being encouraged to do this. This article reports on three pieces of research funded by the Engineering and Physical Science Research Council (EPSRC) which have attempted to draw on the views of older people about assistive technology and its role in staying at home policies.

In the fall of 1993, Washington State University (WSU) Libraries decided to subscribe to Mead Data's Lexis‐Nexis to support pre‐law and criminal justice research. Two passwords were acquired. The introduction of Lexis‐Nexis to the Washington State University community was facilitated by a small group of librarians, who served as a task force concerned with issues of the implementation and instruction of the database. Lexis‐Nexis is an online information retrieval system providing access to a wide range of sources including full‐text legal information and full‐text and abstracted information from newspapers, magazines, company annual reports, news and business magazines, newsletters, wire services, government documents, broadcast transcripts, and other sources. Because of the complex nature of the database, the process of implementing Lexis‐Nexis in a public service area was more involved than our previous experiences with other online or CD‐ROM services.

This chapter discusses the findings of doctoral research into further education lecturers' and middle managers' perceptions of how Continuing Professional Development (CPD) in the sector is planned and implemented. Thematic analysis revealed that mandatory CPD is perceived to: involve conflicting purposes between those planning it and its recipients (deriving from divergent understandings of professionalism and the role of CPD among stakeholders); and be characterised as mostly generic, didactic, and ineffective, leading lecturers to compensate by engaging in additional, separate forms of CPD. This chapter demonstrates the value of practice-based doctoral study in enabling the voices of educators to be positioned at the centre of an exploration of their own professional learning.

Autonomy has long been established as a critical component of professional work. Traditionally, autonomy has been examined as the extent to which an individual or a professional group controls the decisions and knowledge used in their work. Yet, this framework does not capture the additional work activities that professionals are increasingly expected to perform. Therefore, this chapter argues for theoretically expanding our understanding of professional autonomy by bringing in the concept of articulation work. Using the case of healthcare organisational change, this study assesses how shifts in work practices impact autonomy. Data come from longitudinal ethnographic fieldwork and in-depth interviews conducted at a Neonatal Intensive Care Unit as it underwent significant structural changes. Findings show that professionals were forced to change articulation work strategies in response to new organisational structures. This included changes in the way professionals monitored, assessed, coordinated and collaborated around patient care. Furthermore, these shifts in articulation work held important implications for both workplace and professional autonomy, as professionals responded to changes in their work conditions.