Inclusiveness in graduate education in developing countries: a document analysis of diversity and inclusion in the PhD postings

Abstract

The current research aimed to give insights into inclusiveness in graduate education and examine the admission procedures in developing countries. In this study, doctoral postings in the developing countries with the highest scores on the Inclusive Development Index were examined in terms of diversity, equity, access, and inclusion. The study provided an internationalization perspective in terms of the reflection of diversity in PhD postings because one of the points emphasized in these postings was the encouragement of lecturers from different fields, countries, and cultures. Regarding equality, this study found that doctoral postings encourage collaboration and teamwork and support equality. This lets candidates with varied skills and backgrounds collaborate to address scientific and social issues. As a result of the research, it was revealed that items such as language proficiency, financial aid, and lack of tuition fees in PhD postings were used as important tools in attracting qualified early-career academics and doctoral students. Finally, this study revealed that PhD postings did not contain offensive or discriminatory language and that they were written inclusively