The Engagement of Faculty Members with Disabilities

Abstract

Employee engagement has been studied in many contexts, but studies have often failed to consider how a disability affects engagement. A deeper understanding about the engagement of faculty members with disabilities is necessary to ensure that research and practice are inclusive of all scholars’ experiences. This qualitative study explored how disabilities and relationships relate to employee engagement, disclosure, and accommodation seeking. The research was based on 22 interviews with 11 faculty members from 3 public university campuses in the Midwest. Participants included assistant, associate, and full professors who were registered and receiving accommodations from a university resource center as well as some individuals who had not disclosed their disabilities. Findings illustrated how universities can foster organizational cultures and meaningful relationships that support faculty members with disabilities. Initiatives that facilitate employee engagement for faculty members with disabilities are likely to lead to increased disclosure and accommodation-seeking behaviors. Findings also suggested that universities must bolster support by offering resources and training in order to enable faculty members to overcome the stigma that they experience related to their disabilities. Resources should explain how to navigate both the accommodation-seeking and tenure processes as well as how to effectively work with a disability liaison. Finally, they should help faculty members to advocate for themselves and others.