The Interplay of Learning Organization and Digital Accessibility in Promoting Inclusion and Equity for Persons with Disabilities
With the increasing reliance on emerging technologies in the context of digital transformation, businesses aim to enhance service quality and adapt to changing customer needs. However, persons with disabilities still face barriers to employment due to negative attitudes, lack of accessibility, and discrimination. Therefore, there is a need to explore the challenges and opportunities associated with learning organization, digital accessibility, and disability in digital transformation, specifically focusing on employment for persons with disabilities in the human resources industry. This research agenda seeks to investigate the role of learning organization in enabling persons with disabilities for employment, identifying key challenges and opportunities associated with learning organization, digital accessibility, and disability in digital transformation. The contributions will provide valuable insights into policies and strategies that can promote accessibility, inclusion, and equity in the workplace for persons with disabilities through the lens of learning organization, contributing to the sustainable development goal of reducing inequality and promoting inclusive economic growth. This research agenda will be relevant for policymakers, employers, and persons with disabilities in the human resources industry.
[1] Altinier, A., Oncins, E., Sauberer, G., & Mehigan, T. (2022). Demystifying digital accessibility and fostering inclusive mindsets. Compliance with the European standard for digital accessibility EN 301 549. In M. Yilmaz, P. Clarke, R. Messnarz, & B. Wöran (Eds.), Systems, software and services process improvement (pp. 595–609). Springer. https://doi.org/10.1007/978-3-031-15559-8_42
[2] Bailey, C., & Gkatzidou, V. (2017). Considerations for implementing a holistic organisational approach to accessibility. In Proceedings of the 14th International Web for All Conference (pp. 1-4). https://doi.org/10.1145/3058555.3058571
[3] Brooks, L., & Webb, H. (1999). Information technology support for the learning organisation. In T. Wood-Harper, N. Jayaratna, & B. Wood (Eds.), Methodologies for developing and managing emerging technology based information systems (pp. 217–229). Springer. https://doi.org/10.1007/978-1-4471-3629-3_19
[4] Chadwick, D., & Wesson, C. (2016). Digital inclusion and disability. In A. Attrill & C. Fullwood (Eds.), Applied cyberpsychology: Practical applications of cyberpsychological theory and research (pp. 1–23). Palgrave Macmillan UK. https://doi.org/10.1057/9781137517036_1
[5] Chalghoumi, H., Al-Thani, D., Hassan, A., Hammad, S., & Othman, A. (2022). Research on older persons' access and use of technology in the Arab region: Critical overview and future directions. Applied Sciences, 12(14), 14. https://doi.org/10.3390/app12147258
[6] Clark, H., & Wu, H. (2016). The sustainable development goals: 17 goals to transform our world. In Furthering the Work of the United Nations. United Nations. https://doi.org/10.18356/69725e5a-en
[7] Deaton, P. J. (2016). Accessible learning experience design and implementation. In F. F.-H. Nah & C.-H. Tan (Eds.), HCI in business, government, and organizations: Information systems (pp. 47–55). Springer. https://doi.org/10.1007/978-3-319-39399-5_5
[8] Hogan, A., Kyaw-Myint, S. M., Harris, D., & Denronden, H. (2012). Workforce participation barriers for people with disability. International Journal of Disability Management, 7, 1–9. https://doi.org/10.1017/idm.2012.1
[9] Keates, S., & Clarkson, P. J. (2003). Countering design exclusion: Bridging the gap between usability and accessibility. Universal Access in the Information Society, 2(3), 215–225. https://doi.org/10.1007/s10209-003-0059-5
[10] Kutnjak, A., & Pihir, I. (2019). Challenges, issues, barriers and problems in digital transformation–Systematic literature review. 11 Th International Doctoral Seminar (IDS 2019), 7.
[11] Nayak, P., Garvin, D., & Maira, A. (2003). Creating a learning organization. https://api.semanticscholar.org/CorpusID:45782346
[12] van Niekerk, A. J. (2020). Inclusive economic sustainability: SDGs and global inequality. Sustainability, 12(13), 13. https://doi.org/10.3390/su12135427
[13] Othman, A., Al Mutawaa, A., Al Tamimi, A., & Al Mansouri, M. (2023). Assessing the readiness of government and semi-government institutions in Qatar for inclusive and sustainable ICT accessibility: Introducing the MARSAD tool. Sustainability, 15(4), 4. https://doi.org/10.3390/su15043853
[14] Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Journal of Clinical Epidemiology, 134, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001
[15] Pati, G. C., & Bailey, E. K. (1995). Empowering people with disabilities: Strategy and human resource issues in implementing the ADA. Organizational Dynamics, 23(3), 52–69. https://doi.org/10.1016/0090-2616(95)90025-X
[16] Raymaker, D. M. (2016). Intersections of critical systems thinking and community based participatory research: A learning organization example with the autistic community. Systemic Practice and Action Research, 29(5), 405–423. https://doi.org/10.1007/s11213-016-9376-5
[17] Serrat, O. (2017). Building a learning organization. In O. Serrat (Ed.), Knowledge solutions: Tools, methods, and approaches to drive organizational performance (pp. 57–67). Springer. https://doi.org/10.1007/978-981-10-0983-9_11
[18] Yadav, M., & Rajak, R. (2022). Impact of diversity management practices on learning organization and organizational performance in hotel industry. International Journal of System Assurance Engineering and Management, 13(1), 81–91. https://doi.org/10.1007/s13198-021-01264-y