How Higher Education Institutions Manage the Increased Enrollment of Students with Intellectual Disabilities: A Qualitative Descriptive Case Study
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Authors
Joslin-Winn, Julie
Issue Date
2026-01
Type
Dissertation
Language
en
Keywords
Higher Education Institutions , Students with Intellectual Disabilities , Student Success Science , Business, Engineering, Science, & Technological Innovation , Educational Leadership & Learning Lifelong , Healthcare Innovation & Delivery , Workforce Development Needs & Industry Alignment
Alternative Title
Abstract
This qualitative descriptive case study explores how university enrollment staff perceive the inclusion of students with intellectual disabilities (ID) within a strategic enrollment management (SEM) framework. As higher education institutions face increasing expectations to broaden access and advance equity, understanding the practices and policy interpretations is critical. The study examines the experiences, policies, and practices that facilitate or hinder the inclusion of students with ID across key SEM functions, including recruitment, admissions, retention, and student success pathways. The research participants included 10 professionals with at least two years of direct experience working with students with ID. The data collected through open-ended surveys, semi-structured interviews, and focus groups were used to reveal rich, practice-grounded insights. An inductive analysis was used to identify common patterns and divergences across perspectives. Strategies to enhance trustworthiness included triangulation across methods, member checks with participants, and an audit trail documenting analytic decisions. The emergent themes highlighted both enabling conditions and systemic barriers. Findings suggest that aligning SEM processes with universal design principles, expanding professional development, and formally integrating inclusion metrics can strengthen equitable access and success. By illuminating both challenges and successful practices, the research contributes to ongoing efforts to make higher education more inclusive, responsive, and accountable to the needs of all students. Limitations include the single institutional context, small sample size, and reliance on self-reported data; future research could examine multi-institutional comparisons, longitudinal outcomes, and student/family perspectives. This study provides practice-oriented guidance for higher education leaders seeking to integrate inclusion into their SEM strategy and infrastructure.