Rethinking Quality of Workspace Provision for Employees with Disabilities in Higher Education

Abstract Covid-19 has redirected focus to the quality of workspaces that universities provide to employees with disabilities (EwDs). Little is known about the experiences that EwDs have of their workspaces, despite sophisticated policies that purport to promote social justice and equity, strategic plans, funding initiatives, and quality assurance in some institutions. Therefore, it is difficult to evaluate the impact of policy goals on the “lived experience” of accessible and appropriate workspaces for EwDs at higher education institutions. The article discusses the alignment between policy and the quality of workspaces provided for EwDs, based on a case study in a South African open and distance learning institution. The researchers investigated the experiences of EwDs during the Covid-19 pandemic, as well as the barriers or factors that enhance or hinder the provision of quality workspaces. Semi-structured interviews with five consenting academic and professional support EwDs were used to generate qualitative data. The findings revealed the diverse experiences of EwDs, emphasising the need to rethink the quality of workspace provision for EwDs in higher education. It is suggested that by highlighting the lived experiences of EwDs as a significant quality domain, a more comprehensive and holistic approach to disability management in higher education settings will be encouraged. Furthermore, it is envisaged that a more proactive, inclusive and scientifically grounded adoption of effective workspace provision will improve both individual and institutional performance of EwDs in higher education institutions.