24. Januar 2024 12:00 – 13:30 Uhr (hybrid-event)
Bring your packed lunch; tea and coffee will be provided by INCHER

Dr. Shweta Mishra
Deutsches Institut für Interdisziplinäre Sozialpolitikforschung (DIFIS), Universität Duisburg-Essen

Dr. Shweta Mishra is the Managing Director of the German Institute for Interdisciplinary Social Policy Research (DIFIS). Prior to her position at DIFIS, she headed the research area ‘Students and Graduates’ at INCHER. Her research interests encompass social network analysis and multivariate statistics, with a specific focus on higher education experiences and academic success of students. She pays particular attention to students from low social/educational backgrounds, migrant students, as well as students with disabilities. Currently, she co-leads the project ErfolgInklusiv, which is funded by the BMBF.

Pascal Angerhausen
INCHER, Universität Kassel

Pascal Angerhausen is currently employed as a Research Assistant at INCHER, in the research area ‘Students and Graduates’. He is actively engaged in the ErfolgInklusiv project, where he holds primary responsibility for collecting and analyzing data pertaining to students with disabilities and/or chronic illnesses in higher education. Previously, Pascal Angerhausen worked as a research assistant at the Institute for Social Affairs at the University of Kassel, where he contributed to the research project "FaSo - Institutionalized solidarity from and with families: An international comparison of social rights’ entitlements". For his PhD, he aims to investigate the perceptions of students with disabilities and/or chronic illnesses towards inclusive higher education.

 „The German „disadvantage compensation“ as an instrument of inclusion in higher education“
Inclusive higher education in Germany relies on Disadvantage Compensation (Nachteilsausgleich) as an institutionalized tool to accommodate the needs and support students with disabilities and/or chronic illnesses. Examples of disadvantage compensation include an extension of examination time, the use of technical aids, or modification of examination formats. To receive these accommodations, students must provide proof of their disability and/or chronic illness, typically in the form of medical certificates.
To understand the extent to which the German Disadvantage Compensation is perceived as an instrument of inclusion by students, we reconstructed the study experiences of students with chronic illnesses and/or disabilities who were granted Disadvantage Compensation at the University of Kassel in Hesse, Germany. The analysis is based on more than 30 narrative interviews conducted in 2022 and 2023, and the interviews were evaluated using the Grounded Theory methodology.
   The inquiry aims to contribute to existing knowledge about the study experiences of students with chronic illnesses and/or disabilities, with implications for higher education policy, teaching and learning.