Page 15 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

The social dimension of higher education can be achieved by recognising higher

education as a public good that should be accessible to everyone, irrespective of
their social and economic status. This inclusivity extends to underrepresented and

vulnerable student groups.

Recruiting students from traditionally underrepresented groups in higher education
should be a primary objective. This entails adopting innovative approaches to

connect with these students and offer them support through flexible access and
study pathways, making higher education feasible for them. Embracing true
inclusivity and equity does not compromise on quality. Inclusion and excellence

are not conflicting values or principles. A more inclusive academic system and
community thrive on a diverse array of strengths and talents, fostering a fertile
environment for knowledge creation and innovation both academically and

socially (Bush & Trani, 2021).

In today's world, universities must exhibit and advocate for leadership that propels

higher education institutions forward, embraces social and moral responsibility,
and contributes to a more united and inclusive society. They can achieve this by
fostering intercultural understanding, encouraging civic engagement, promoting

ethical awareness, and ensuring equitable access to higher education (Gregersen-
Hermans et al., 2021).

Thus, higher education is recognised as a fundamental catalyst for empowering

individuals and societies. Its social dimension, integral to the entire process, holds
the capacity to foster equality, fairness, and inclusion within higher education. This

emphasis on equity and well-being aligns with the mission of the European Higher
Education Area (EHEA, n.d.).

Enhancing the social dimension of higher education has been a core foundation of

the Bologna Process from its outset (Van Hees, 2022). References to the social
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