In the knowledge society, institutions of higher education are challenged by a paradigm shift where equity and inclusion are relevant principles (McNair, 2016). In specific reference to the European territory, the European Commission, together with the Council of Europe, has been developing the 'Human Rights and Democracy in Action' programme since the year 2013, whose focus on inclusion and citizenship includes special attention to underrepresented groups of the population in formal and non-formal education. In this line, the ministers responsible for the European Higher Education Area had already expressed the need for the composition of the student group to reflect the diversity of the European populations, and for the institutions to mitigate the inequalities and plan the corresponding support and guidance services, as well as more flexible itineraries (EHEA Ministerial Conference, 2012). Good practices associated with these aspirations have begun to spread in European higher education (e.g., Dovigo and Casanova, 2017).
In particular, in Spain, attention to diverse groups has been promoted from state regulations (Royal Legislative Decree 1/2013, of 29 November, approving the revised text of the General Law on the Rights of Persons with Disabilities and their Social Inclusion; Law 3/2007, of 22 March, for the Effective Equality of Women and Men), which have resulted in the creation of services of attention to diversity and equity in universities. Márquez, Jiménez and Trabajo (2018), in the context of the research project associated with this paper, have recently studied the conceptions of university policy on diversity in 8 Spanish institutions of higher education, concluding that gender and functional diversity are the protected characteristics to which more attention is paid, while others such as ethnicity, sexual orientation and positioning in relation to religion are hardly addressed. In the study that is now reported we try to extend this diagnosis to the population of Spanish universities, exploring the process of institutionalization of diversity.
In relation to the areas of institutionalization that can be explored, several classifications have been proposed in the literature (Association of American colleges and Universities, 2015; Department of Education, 2016; Ferreira, Vidal and Vieira, 2014; Gause, Dennison and Perrin, 2010; Michael, 2007; New England Resource Center for higher Education, 2017): (a) philosophy and institutional policy in the field of diversity; (b) the opportunity of access for students of all protected groups, as well as the strategies for their participation and progress; (c) a clear leadership in favour of inclusion and equity; (d) the operation of support services for students of protected groups; (e) evaluation, research and innovation processes in inclusion and equity; (f) an inclusive curriculum; (g) an inclusive climate and culture that pervades the social and academic interaction and participation of all students and staff; and (h) the projection of this inclusive culture into the community. To these large areas, a more specific one would be added: (i) the training of staff and, specifically, teachers, both in relation to the conception of diversity and, above all, to the methodologies and teaching techniques (Moriña, 2017; Moriña, Cortés and Molina, 2015; Hitch, Macfarlane and Nihill, 2015). In our study we addressed the diagnosis of these nine areas, as well as the covariation of policies (area a) and practices (areas b-i).