Engeli olan öğretim elemanlarının gözünden: öğretim elemanlarının Türkiye yükseköğretimindeki mesleki tecrübeleri üzerine fenomenolojik bir çalışma.

Higher education all around the world is building a more inclusive setting while disability is noticed mostly for students, less for faculty members. The aim of the study was to analyze the experience of faculty members with disability in working life and explore those experiences in relation to self-knowledge and social knowledge along with their impact on their job satisfaction. The main goal of the research is to emphasize the rights of faculty members with disability and provide the higher education administrators and policy makers with knowledge and suggestions for amendments and guidance to develop more inclusive and sustainable education policies. In this phenomenological research, a semi-structured interviews were carried out with 15 participants on their working life experiences in relation to their disability. According to the results, social interactions at work and accessibility opportunities shape the faculty members` self and social knowledge which also determine their job satisfaction. To enable faculty members with disability fully participate in academic life, higher education leaders and middle managers should prevent exclusion and preclusion against the faculty members with disability and provide full accessibility.M.S. - Master of Scienc