Analysing the Inclusion of Students Affected by Armed Conflict: A Comparative Study of a Public and a Private University in Colombia

Becerra Martel, Deisy (2026) Analysing the Inclusion of Students Affected by Armed Conflict: A Comparative Study of a Public and a Private University in Colombia. Doctoral thesis, Liverpool Hope University.

Text Final Doctoral thesis_21010015_Deisy_Becerra (1).pdf - Submitted Version Restricted to Repository staff only until 1 April 2029. Available under License Creative Commons Attribution Non-commercial. Download (7MB)

Abstract

Most research on conflict-affected learners tends to focus on asylum seekers and refugees in the Global North, often overlooking those studying in countries still
experiencing conflict, such as Colombia. This thesis explores how students affected by the armed conflict (SAAC1) are being supported by a public and a private higher education institution (HEI) located in Colombia’s Caribbean region. Adopting a comparative case study design, the research used a mixed-methods approach.
Questionnaires (n.54) and semi-structured interviews (SSIs) were conducted with SAAC (n.20) alongside SSIs undertaken with university staff (n.10) responsible for
their inclusion. While quantitative data were analysed using the Jisc Online Survey software, the qualitative data were examined thematically in NVivo, informed by the theories of inclusion and intersectionality, as well as by the asset-based approach. The findings reveal that although both universities had formal mechanisms in place to support SAAC, several barriers limited how effective they were. These challenges were shaped by the diverse backgrounds of the SAAC population, which included first, second, and third-generation forcibly displaced students, former combatants, and exiled learners. . While most SAAC were second or third generation, who had inherited their forcibly displaced status from parents or grandparents, some first-generation students were living with the direct economic and psychological impacts of the conflict.
Although the private university included students’ background information in their profiles, which allowed staff to offer more personalised support, the public university did not collect such data, making it harder to address individual needs. The latter university also faced additional hurdles, such as limited funding, persistent stigma, and faculty resistance to teach ex-combatants, partly due to the university’s own history
with armed groups infiltration. Another key issue was the confidentiality surrounding SAAC identities at both institutions. This often meant that teaching staff were unaware of who these students were, which limited the implementation of inclusive classroom practices. Despite the aforementioned issues, many SAAC reported feeling welcomed and supported by their classmates, suggesting that both universities have managed to foster inclusive cultures. Finally, the study shows how much SAAC value higher education (HE) not just as a path to personal and academic growth, but as a way to heal, reflect, and work towards peaceful coexistence. The findings highlight the
importance of building systems of support that acknowledge not only SAAC’s intersectional identities but also the generation in which the armed conflict was
experienced and how it impacted them.

Item Type:	Thesis (Doctoral)
Additional Information and Comments:	Copyright © The Author 2026. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
Faculty / Department:	Faculty of Creative Arts & Humanities > School of Humanities
SWORD Depositor:	RISE Symplectic
Depositing User:	RISE Symplectic
Date Deposited:	11 Feb 2026 16:23
Last Modified:	11 Feb 2026 16:23
URI:	https://hira.hope.ac.uk/id/eprint/4847

Actions (login required)

View Item