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Inclusion in Information Systems (IS) has received significant attention in recent years, but inclusion in IS curriculum design and delivery is comparatively underdeveloped. Understanding and working with diversity in IS student groups has implications for how we prepare students for a diverse workplace and the design and development of IS systems. Although progress has been made towards inclusive higher education, institutions have not transformed into multicultural diverse organizations. This paper showcases an initiative to apply principles of Universal Design in the particular context of an IS postgraduate programme in a leading Irish business school. This initiative is set within the context of two connected research projects seeking to identify barriers to inclusion experienced by students generally, and particularly by certain student groups, in the same school. The findings demonstrate the persistence of inclusion issues in higher education, including in IS, that Universal Design principles are effective in developing more inclusive teaching and learning practices, and that small actions can have a big impact in this regard. A set of key recommendations is provided; while not exhaustive, these contribute to the wider discourse on inclusion and offer practical suggestions to educators on the design and delivery of inclusive programmes at both undergraduate and postgraduate level.

Using the concept of regulatory space, this article asks how both the state and non-state actors influence employment regulations particular to the gig-economy. To address this question a mixed method approach is used, including interviews with strategically placed informants involved in policy formation at national and international levels, content analysis of legal cases, parliamentary inquiry transcripts and policy reports. The analysis contributes to an understanding of employment regulation by the state in two ways. First, it reports distinct 'levers', which lead to a particular state role of 'ceding and seizing' regulatory power. Second, it argues that these levers ultimately serve the accumulation interests of capital over the legitimacy of employment rights for labour. The findings have wider societal implications for issues of equity, justice and employment regulation applicable to the gig-economy. [ABSTRACT FROM AUTHOR]

The UN Convention on the Rights of Persons with Disabilities is the first international human rights convention to state expressly that discrimination includes the failure to provide reasonable accommodation. The duty has been described as transformative but has also been critiqued for its lack of structural impact. This paper evaluates the transformative potential of the reasonable accommodation duty encompassed by the Convention, and considers how its potential can be realised. It argues that the duty is transformative because of the substantive equality it provides for individuals, and because it requires both active engagement with persons with disabilities and proactive consideration of barriers to inclusion, in multiple contexts. However, it contends that full realisation of the duty's transformative potential depends on appropriate legislative formulation. This may be a problem in dualist states where application of the Convention is not automatic and pre-existing legislation may be perceived as satisfying the obligation. The paper supports this contention with an analysis of Irish law, arguing that the full transformative potential of the reasonable accommodation duty has not yet been achieved in Ireland, and identifying the reasons for this. The paper examines the practical consequences of inadequate implementation and highlights pitfalls and best practice. [ABSTRACT FROM AUTHOR]

The article discusses the Employment Equality Act 1998 in Ireland. Enforced on October 18, 1999, the law included new prohibited grounds for discrimination, a new court structure and measures that address sexual and other types of harassment. One of the new grounds is the more complex definition of disability.