Purpose With reference to selected principles and considerations from the university social responsibility concept, this study aims to discuss aspects of social responsibility from the perspectives of participatory teaching. This study describes the effects that a participatory teaching practice has on the acquisition and dissemination of knowledge and how universities can exercise their social responsibility and influence in this context. Design/methodology/approach For this study’s argumentation, this study refers to the experiences and findings from a participatory teaching and transfer project (QuaBIS) and a participatory research project ParLink. In QuaBIS, the authors evaluated and descriptively analyzed courses taught by subject matter experts on inclusion and education , then led and evaluated topic-centered interviews, social responsibility, power relations, diversity sensitivity, inclusive university, participatory teaching in ParLink, the authors conducted three focus group discussions that included lecturers with and without attributed learning difficulties, students and other professionals working in the field of education. The group discussions were fully transcribed and analyzed using qualitative content analysis in collaboration with a participatory research group. Findings The results are classified into micro, meso and macro levels of inclusion-sensitive higher education development. While the micro level focuses on changing practices in the area of university teaching, the meso level highlights structural and cultural changes in inclusive universities. At the macro level, the role of universities in the process of social opening and inclusion is studied. Originality/value Participatory teaching projects are only gradually becoming established in the discourse on inclusion-sensitive higher education. This study focuses on participatory teaching as an important contribution to social responsibility by universities and dedicate itself to the mutual transfer process between university and society.

Die Etablierung inklusionsorientierter Hochschulbildung stellt einen elementaren Bereich der Erwachsenenbildung dar. Ein gemeinsames Lernen von Menschen mit und ohne Behinderungserfahrungen in regulären universitären Veranstaltungen ist dabei im deutschsprachigen Raum bisher nur in wenigen Ansätzen vorhanden. Auch wenn dies nur ein Baustein inklusionsorientierter Hochschulentwicklung sein kann, ist diese Perspektive bedeutsam zur Aufdeckung und Reflexion exklusiver Strukturen, Kulturen und Praktiken in einer bisher stark separierenden Institution. Anhand von Erfahrungen gemeinsamer Seminarbesuche im Rahmen des Hochschulprojektes QuaBIS wurden Sichtweisen der Qualifizierungsteilnehmer*innen und regulärer Studierender mit Bezug zum Index für Inklusion (Booth & Ainscow, 2017) erfasst und ausgewertet. Dabei zeigen sich neben einer großen Offenheit für die Realisierung partizipativer Lernerfahrungen ebenso offene Fragen, denen sich eine inklusionsorientierte Erwachsenenbildung im Hochschulbereich stellen muss.Abstract The establishment of inclusion-oriented higher education is a fundamental part of adult education. In German-speaking countries, there are only a few approaches to joint learning by people with and without experience of disability in regular university courses. Even if this can only be one component of inclusion-oriented higher education development, this perspective is important for uncovering and reflecting on exclusive structures, cultures and practices in an institution that has so far been highly divisive. Based on experiences of joint seminar visits within the framework of the university project QuaBIS, the views of project participants* and regular students with reference to the Index for Inclusion (Booth & Ainscow, 2017) were recorded and evaluated. In addition to a great openness to the realisation of participatory learning experiences, there are also open questions that inclusion-oriented adult education in higher education must address.

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