Internal and external factors in the success of graduates with disabilities in higher education and employment: an international comparative study in Germany and Spain

Vol.:(0123456789) Highe Educa ion h ps://doi.o g/10.1007/s10734-025-01446-8 In e nal andex e nal ac o s in hesuccess o g adua es wi hdisabili ies inhighe educa ion andemploymen : anin e na ional compa a i e s udy inGe many andSpain Rosa i’oLopez‑Ga i a1 · InmaculadaO ozco2 · Au o aVi giniaPe ez‑Lopez3 Accep ed: 31 Ma ch 2025 © The Au ho (s) 2025 Abs ac Ini ia i es in legisla ion and imp o ed esou ces dedica ed o inclusi e educa ion ha e con- ibu ed o an inc ease in he numbe o people wi h disabili ies wi h highe educa ion and access o a p o ession in he p ima y ma ke . Howe e , people wi h disabili ies o en ace a lo o di icul ies and injus ices be o e hey can inish hei uni e si y ca ee and ob ain a job acco ding o hei educa ion, abili ies, and wishes. This a icle p esen s an empi i- cal, in e na ional, compa a i e s udy ha analysed, om he pe spec i e o 56 Ge man and Spanish g adua es wi h disabili ies belonging o 34 uni e si ies, which key ac o s p o- mo ed he success ul comple ion o hei s udies and which ac o s acili a ed hei inclu- sion in he labou ma ke . The esea ch was quali a i e h ough indi idual in e iews wi h g adua es wi h disabili ies. The esul s e ealed many common aspec s in he in e nal (sel - knowledge, sel -de e mina ion, au onomy, sel -e icacy, and esilience) and ex e nal ac o s ( amily, classma es, iends, disabili y se ices, and acul y membe s) ha explain he aca- demic success and labou ma ke ansi ion (wo k expe ience, accommoda ions, and awa e- ness) o g adua es wi h disabili ies o bo h coun ies. Howe e , hese ac o s also e ealed some di e ences be ween he wo coun ies ha se e as an impulse o mobilise cul u al, poli ical, and p ac ical change in highe educa ion ins i u ions, employe s, and socie y in gene al. Keywo ds Inclusi e educa ion· G adua es wi h disabili ies· Academic success· Employmen · Compa a i e s udies * Rosa io Lopez-Ga i a osa.lopez@ au.de Inmaculada O ozco [email p o ec ed] Au o a Vi ginia Pe ez-Lopez au o a[email p o ec ed] 1 Depa men o Di e si y Educa ion andIn e na ional Educa ional Resea ch, F ied ich Alexande Uni e si y E langen-Nu embe g, E langen, Ge many 2 Depa men o Pedagogy andDidac ics o Social Sciences, Language andLi e a u e, Uni e si y o Jaume I, Cas ellon, Spain 3 Depa men o Accoun ing andFinancial Economics, Uni e si y o Se ille, Se ille, Spain Highe Educa ion In oduc ion Bo h Ge many and Spain ha e a i ied he Con en ion on he Righ s o Pe sons wi h Dis- abili ies (Uni ed Na ions, 2006) and aim o comply wi h he inclusion policies included in he 2030 Agenda o Sus ainable De elopmen (UNESCO, 2017). Howe e , despi e all he sa egua ds p o ided by legisla ion, much emains o be done o enable people wi h disabili ies (PwD) o pu sue highe educa ion (HE) and expe ience equi able inclusion in he labou ma ke (Edwa ds e al., 2022). This empi ical, in e na ional, and compa a i e esea ch aims o unde s and and con ibu e o mobilising ac ion o he success o s uden s wi h disabili ies (SwD) a uni e si y and in he labou ma ke in Ge many and Spain. In he cu en con ex o inc easing pa icipa ion o SwD in HE (Acca do e al., 2019) and a sho age o skilled labou (Liu e al., 2024), esea ch ha builds on he expe ience o hose s uden s who ha e esis ed exclusiona y p ac ices a uni e si y is a p io i y o make a i m s ep owa ds he academic and p o essional inclusion o PwD (Uni ed Na ions, 2006). Un o una ely, PwD s ill expe ience a signi ican gap be ween he igh s exp essed in poli- cies and hei eal-li e expe iences (Jä kes ig e al., 2016). Inclusi e HE ins i u ions mus he e o e no only ensu e access o HE and pa icipa ion in s udy p og ammes o PwD, bu also engage in hei academic success and ansi ion o he labou ma ke (Baue e al., 2016; Römhild & Hollede e , 2023). Recen esea ch shows ha inclusion in he HE sec o is shaped di e en ly depending on he speci ici ies o s a e educa ion policy, labou ma ke s, and he amewo k condi ions o na ional HE sys ems (Salmi & D’Addio, 2021). The e o e, in his s udy, we conside i essen ial o emphasise he po en ials o PwD (Kohli & A encio, 2023) and o iden i y he in e nal and ex e nal ac o s ha cause a ious ba ie s o hei pa icipa ion and success wi hou disc imina ion o limi a ions due o disabili y (Russak & Hellwing, 2019). This a ie y o pa icipan s b ings ichness o he analysis o uni e si y expe iences by ha ing wo di e en con ex s (Biewe e al., 2015; Jä kes ig e al., 2016; Peschke, 2019). Speci ically, wi h his compa a i e s udy wi h an in e na ional pe spec i e we pu sue a double objec i e. Fi s , o con i m which ac o s d i ing success in HE and wo k inclusion a e common in bo h con ex s and, second, o iden i y wha lessons can be d awn in bo h coun ies om hose di e en ia ing ac o s, challenges, and oppo uni ies o ecip ocally imp o e he academic success and wo k inclusion o PwD in Ge many and Spain. Backg ound aspec s Socioeconomic indica o s The economies o bo h coun ies analysed a e de eloped in socio-economic e ms and ha e a s ong commi men o inclusion policies. Howe e , in e ms o popula ion weal h, in 2023, Ge many had a g oss domes ic p oduc (GDP) pe capi a o 48.750 €, which is 60% highe han ha o Spain in he same yea (30.320 €) (Spanish Na ional S a is ical Ins i u e, 2024; Ge man Fede al S a is ical O ice, 2024). In e ms o HE expendi u e pe s uden in 2019, Ge many spen 37.7% mo e esou ces (18.408.4 €) han Spain (13.366 €) (Na ional Ins i u e o Educa ional E alua ion, 2023). Finally, in e ms o esou ces dedica ed o imp o ing he inclusion o PwD, Ge many spen 2.7% o i s GDP on disabili y inclusion in 2020, which was 50% mo e han Spain, which spen only 1.8% o i s GDP (Eu opean Highe Educa ion Union, 2023). The abo e numbe s show ha he weal h and le el o esou ces a ailable o SwD in HE a e signi ican ly highe in Ge many han in Spain. Wi h ega d o he inancing o HE s udies, in bo h coun ies, ui ion is ee o cha ge (excep o long- e m s uden s). In ela ion o he cos o s udies, he e a e di e en gen- e al and special aids o SwD in bo h coun ies. None heless, i can be s a ed ha o e s, amoun , and pe iodici y o suppo a e highe in Ge many. Thus, Ge man SwD ecei e an a e age o 1.078 € pe mon h (S einkühle e al., 2023), while in Spain, he a e age suppo o SwD is 1.870 € pe yea (Uni e sia Founda ion, 2023). S a is ics ons uden s andemployees wi hdisabili ies In ela ion o he ansi ion om p e-uni e si y s ages o HE, acco ding o da a om 2022, he pe cen age o SwD s udying in a special school o child en wi h special educa ional needs and disabili ies, was much highe in Ge many (56.6%) (S a is a Resea ch Depa - men , 2024) han in Spain (16.2%) (Minis y o Educa ion & Voca ional T aining, 2023). Resea ch li e a u e indica es ha s uden s who ha e comple ed hei s udies in mains eam schools ha e a highe p obabili y o accessing HE and ace ewe di icul ies in he ansi- ion o HE (Aichele e al., 2019). Rega ding he pa icipa ion o PwD in HE, he e a e la ge di e ences in he wo coun- ies. In Ge many, he sha e o SwD in HE as a pe cen age o he o al has inc eased by 45%, om 11% in 2016 o 16% in 2021 (S einkühle e al., 2023). Howe e , he pa icipa- ion o SwD in HE in Spain is much lowe , ha ing dec eased by 6%, om 1.7% in 2016 o 1.6% in 2021 (Uni e sia Founda ion, 2023). The in en ion o d op ou o s udies is a good indica o o he di icul ies s uden s a e acing. Thus, in 2021, 13% o SwD in Ge many epo ed ha ing he in en ion o d op ou o hei s udies, compa ed o 4.7% o s uden s wi hou disabili ies (S einkühle e al., 2023). In Spain, acco ding o he 6 h Repo o he Obse a o y on Disabili y and he Labou Ma ke , in 2019, 20.3% o SwD le hei s udies p ema u ely, compa ed o 9.8% o s u- den s wi hou disabili ies (ONCE Founda ion, 2021). On he o he hand, he numbe s o s uden s in Spain who unde ake s udy o p ac i- cal s ays ab oad a e much lowe han in Ge many. In 2021, 17% o Ge man SwD unde - ook such s ays, compa ed o 19% o s uden s wi hou disabili ies (S einkühle e al., 2023). Howe e , only 0.8% o Spanish SwD unde ook a s ay ab oad, compa ed o 3.3% o s u- den s wi hou disabili ies (SEPIE, 2022). Finally, in ela ion o he labou ma ke , he unemploymen a e in 2022 o g adua es wi h disabili ies (GwD) in Spain was 13% (Spanish Na ional S a is ical Ins i u e, 2023). In Ge many, i was 8% o academics wi h se e e disabili ies and 16% o academics wi h non-se e e disabili ies (Ge man Fede al Employmen Agency, 2023). These igu es a e much highe han o g adua es wi hou disabili ies in bo h coun ies (8.16% and 2.2%, espec i ely). Theo e ical amewo k Disabili y, inclusion, andsuccess inHE The e is gene al ag eemen on he complexi y o he de ini ion o success in HE (Mo iña & Biagio i, 2022; Russak & Hellwing, 2019). T adi ionally, some esea ch has add essed he Highe Educa ion measu emen o s udy success h ough g ades and academic pe o mance (Goegan & Dan- iels, 2020). Howe e , esea ch ha has analysed he de ini ion o success om he oices o he GwD hemsel es coincides ha success goes beyond inishing s udies and ob aining good g ades (Acca do e al., 2019; Mo iña & Biagio i, 2022; Russak & Hellwing, 2019). Fo example, demons a ing hei abili ies o o he s (Wieland, 2023), consolida ing hei au onomy and independence (Jones, 2020), acqui ing skills ele an o hei pe sonal and p o essional li es (Acca do e al., 2019) and imp o ing hei social en i onmen (Bailey e al., 2020; Yssel e al., 2016). Thus, om an ecological app oach, he scien i ic li e a u e has poin ed ou ha he e a e pe sonal (in e nal) ac o s and con ex ual (ex e nal) ac o s (Mo iña & Biagio i, 2022; Russak & Hellwing, 2019). Pe sonal ac o s appea o be ela ed o accep ance o own disabili y and ecogni ion o s eng hs and weaknesses h ough in insic mo i a ion, sel -de e mina ion, au onomy, e icacy, and esilience (Acca do e al., 2019; Collins e al., 2019; Fab i e al., 2022; F ancis e al., 2019; Fulla on & Duque e, 2016; Ju e al., 2017; Russak & Hellwing, 2019; Vacca o e al., 2015; Yssel e al., 2016).Simila ly, o he s udies ha e highligh ed he impo ance o p oac i i y, posi i e a i ude, c ea i i y, and ime plan- ning (Acca do e al., 2019; Chiu e al., 2019; F ancis e al., 2019; Jones, 2020). Mo eo e , nume ous s udies ha e shown ha con ex ual ac o s such as amily, acul y, classma es, iends, uni e si y, and disabili y o ices a e key suppo s o SwD o be success ul in HE (Bailey e al., 2020; Biewe e al., 2015; Jä kes ig e al., 2016; Mo iña & Biagio i, 2022; Mo iña e al., 2024; Redshaw & Deehan, 2024; Russak & Hellwing, 2019; Yssel e al., 2016). Disabili y, inclusion, andlabou ma ke success Ob aining a digni ied job is an essen ial componen o he well-being and social and employmen inclusion o PwD (Nadai e  al., 2019; Uni ed Na ions, 2006). In addi ion o he impo ance o employmen as a means o pe sonal and p o essional g ow h, he e a e also he bene i s o employmen o men al heal h and sel -con idence (Lindsay e al., 2018). The e o e, inishing HE is essen ial as a passpo o ob aining a skilled job in he p ima y ma ke (Jä kes ig e al., 2016; Liu e al., 2024). Howe e , GwD s ill ace nume ous di icul ies in hei labou ma ke inclusion (Bjø n- shagen & Ug enino , 2021; Niehaus & Baue , 2013). Fo his eason, i is undamen al o know and p omo e hose ac o s ha can con ibu e o emo ing he ba ie s ha a e p e- en ing he ull social and labou ma ke inclusion o PwD (Niehaus & Baue , 2013; Vo n- hol e al., 2018). Thus, i is u gen o con inue ans o ming wo k en i onmen s o make hem accessible o all people, enabling PwD o pe o m hei p o essions equally and ai ly (Aumann e al., 2021). To achie e his, i is necessa y o i s aise awa eness and emo e p ejudices in companies abou he eal con ibu ions o PwD (Odame e al., 2021). In he cu en Eu opean labou ma ke , cha ac e ised by a conce ning lack o quali ied wo ke s, i is essen ial o employe s o be able o a ac and e ain po en ial candida es wi h disabili- ies (Liu e al., 2024). To his end, employe s need o be ad ised, mo i a ed, and suppo ed in he ec ui men o PwD (Eu opean Union, 2022). The e is subs an ial esea ch li e a u e ha has add essed he analysis o he success in HE o SwD (Bailey e al., 2020; Chiu e al., 2019; Fab i e al., 2022; F ancis e al., 2019; Fulla on & Duque e, 2016; Goegan & Daniels, 2020; Mayo-Pais e al., 2024; Yssel e al., 2016). Despi e his, in e na ionally, he e has been li le compa a i e esea ch on his opic (Biewe e al., 2015; Jä kes ig e al., 2016, Peschke, 2019). Also, ew s udies ha e Highe Educa ion in es iga ed success om he oice o GwD (Acca do e al., 2019; Jones, 2020; Russak & Hellwing, 2019). Mo eo e , hese s udies ha e ocused on g adua es wi h pa icula dis- abili ies and/o ha e been limi ed o he na ional con ex o one o a ew uni e si ies. Addi- ionally, he e a e ew s udies ha ha e examined he success in bo h HE and labou ma ke inclusion o GwD (Kiesel e al., 2018). Thus, his esea ch aims o ill a gap in he exis ing esea ch li e a u e by examining, om an empi ical, quali a i e, ecological, in e na ional, and compa a i e poin o iew, he pe sonal and con ex ual ac o s a ou ing success in HE and labou ma ke inclu- sion acco ding o he es imonies o GwD. To his end, we pose he ollowing esea ch ques ions: • Wha do GwD in Ge many and Spain unde s and as success in HE and in he labou ma ke ? • Wha a e he key ac o s ha con ibu e o he academic and employmen success o Ge man and Spanish GwD? • Wha p ac ical conclusions can be d awn om he compa ison o he academic and employmen inclusion o PwD in Ge many and Spain? Me hod The me hodological choice o ou s udy is jus i ied by he need o iden i y, analyse, and unde s and he ac o s ha ha e suppo ed uni e si y and employmen success om he oices o GwD. Following Denzin and Lincoln (2018), we op ed o quali a i e esea ch, as i is he mos sui able ype o esea ch o imme se ou sel es in he subjec i i y, au hen ic- i y, and di e si y o he expe iences o PwD. Rec ui men Fi s , an in e disciplina y esea ch eam wi h ex ensi e expe ience in quali ied p ojec s on inclusi e educa ion and disabili y in HE es ablished he ollowing selec ion c i e ia o iden- i y sui able pa icipan s: Ge man and Spanish uni e si y g adua es wi h a ce i ied disabil- i y who had comple ed hei Bachelo ’s, Mas e ’s, o PhD s udies in he las i e academic yea s (2016–2022). Se e al ec ui men pa hs we e es ablished o ind sui able pa icipan s. On he one hand, disabili y suppo o ices o di e en Ge man and Spanish uni e si ies we e con ac ed and dis ibu ed he p ojec in o ma ion o GwD who me he abo e-men- ioned c i e ia. On he o he hand, he same ask was ca ied ou by a ious s uden o gani- sa ions, ounda ions, and associa ions wo king wi h PwD. In addi ion, social media such as Facebook and Ins ag am we e used o p omo e he esea ch p ojec and a ac mo e GwD in e es ed in pa icipa ing in he s udy. Finally, we used he non-p obabilis ic snow- ball echnique o ind o he po en ial candida es (Cohen & A ieli, 2011). Pa icipan s This s udy in ol ed 56 Ge man (n = 28) and Spanish (n = 28) GwD om di e en a eas o knowledge om a o al o 34 uni e si ies (16 Ge man and 18 Spanish uni e si ies). Table1shows he de ailed p o ile o he pa icipan s o his s udy. Highe Educa ion Table 1 P o ile o pa icipan s Coun y Type o disabili y A ea o s udies Type o deg ee Age Gende Cu en si ua ion Ge many Physical 11 Science 9 Bachelo 7 22–30 21 Female 17 Wo k 16 Ch onic 6 Social and legal sciences 8 Mas e 21 31–45 7 Male 11 O he highe s udies 11 Visual 3 A s and humani ies 7 Doc o a e 0 + 45 0 Unemploymen 1 Audi i e 3 Enginee ing and a chi ec u e 3 Cogni i e 3 Heal h sciences 1 Lea ning di icul ies 2 Spain Physical 12 Science 0 Bachelo 12 22–30 14 Female 21 Wo k 13 Ch onic 1 Social and legal sciences 19 Mas e 15 31–45 10 Male 7 O he highe s udies 2 Visual 7 A s and humani ies 2 Doc o a e 1 + 45 4 Unemploymen 13 Audi i e 2 Enginee ing and a chi ec u e 1 Cogni i e 3 Heal h sciences 6 Lea ning di icul ies 3 Highe Educa ion Ins umen s andda a collec ion Fo da a collec ion, wo in e iew sc ip s we e de eloped by an in e disciplina y esea ch eam wi h expe ience in disabili y, inclusi e educa ion, and HE p ojec s. The in e iew sc ip s we e c ea ed based on a e iew o p e ious in e na ional esea ch. These in e iews we e alida ed by p o essional expe s in disabili y, adminis a i e and se ices s a and uni e si y eaching s a . Subsequen ly, pilo in e iew sc ip s we e ealised wi h SwD by Ge man and Spanish expe s. The i s in e iew sc ip ocused on pe sonal ac o s con ibu ing o success o GwD, he second abou ex e nal ac o s. In he case o Spain, he in e iews we e o al and we e conduc ed online (n = 21), ace- o- ace (n = 6), and by elephone (n = 1). In Ge many, we i s held a p elimina y in e iew wi h he pa icipan s o explain he p ojec o hem and o e i y ha he e we e no doub s abou he ques ions. These mee ings ook place online (n = 20) and ace- o- ace (n = 8). A e wa ds, pa icipan s we e gi en unlimi ed ime o espond o he in e iew sc ip s in w i ing (Sch eie , 2023). Examples o he ques ions posed o he pa icipan s a e included: • Wha does i mean o you o li e wi h a disabili y? • Wha does i mean o you o be success ul in you s udies? Why? • Which o he in e nal and ex e nal ac o s you men ioned was decisi e o you o con inue and comple e you s udies (academic success)? • Wha is you cu en si ua ion? Please ell us a bi mo e abou wha you a e cu en ly doing. How did you ge he e? Would you desc ibe his si ua ion as a success? Why? E hical aspec s o  he esea ch This s udy was app o ed by he e hics commi ees o one Ge man and one Spanish uni- e si y (names omi ed). Compliance wi h e hical p inciples and accessibili y aspec s we e conside ed be o e, du ing, and a e each in e iew. A e being in o med o he esea ch goals, pa icipan s ga e hei signed consen o pa icipa e in he p ojec . This in o med consen also s a ed ha hei pa icipa ion was olun a y and ha hey could wi hd aw om he s udy a any ime. When conduc ing he in e iews, he indi idual needs and esponse imes o each pa icipan we e aken in o accoun . In he case o ace- o- ace in e iews, i was ensu ed ha he loca ion was ee o physical ba ie s. The online mee ings we e conduc ed h ough pla o ms o e - ing sub i les, sc een eade s, and oice syn hesise s. Finally, he da a collec ed in he in e iews we e e u ned in accessible Wo d o ma o he pa icipan s by email o app o al. The anonymi y o he ansc ip s was gua an eed by eplacing he pa icipan ’s eal name wi h an iden i ying numbe in bo h he Ge man (PG1-PG28) and Spanish (PS1-PS28) con ex s. Da a analysis The collec ed da a was analysed by a quali a i e analysis o con en acco ding o a com- bined deduc i e-induc i e p ocedu e (Kucka z, 2014). The da a analysis was conduc ed by he au ho s, who sys ema ically e iewed he in e iew ansc ip s o gain a comp e- hensi e unde s anding o he pa icipan s’ na a i es. Be o e analysing he in e iews, Highe Educa ion a common coding sys em was o med deduc i ely based on he in e iew sc ip s and p e ious esea ch indings. To ensu e he alidi y o he da a, he au ho s independen ly e iewed he ansc ip s, engaged in discussions o esol e disc epancies, and eached a consensus. Subsequen ly, an induc i e con en analysis was pe o med o iden i y he key opics, along wi h hei co esponding ca ego ies, subca ego ies, and dimensions (Miles & Hube - man, 1994). Th oughou he quali a i e analysis, wo king sessions we e conduc ed o help esea che s iden i y po en ial biases, c i ically examine hei in e p e a ions, and conside al e na i e explana ions (Gale e al., 2013). To enhance he o ganiza ion and managemen o he ex ensi e da a collec ed, he esea ch eam u ilized quali a i e MAXQDA 2022 da a analysis so wa e. Table2 shows he inal ca ego ies, subca ego ies, and dimensions used o his a icle. These a e explained in de ail in he “Resul s” sec ion. Resul s Concep o uni e si y andlabou ma ke success The es imonies o he Ge man and Spanish GwD showed ha bo h ha e a e y simi- la unde s anding o wha success in HE means o hem. Thus, mos pa icipan s in bo h g oups ag eed ha success was a pe sonal and complex concep depending on mul iple ac o s ( ision o one’s own disabili y, p oac i i y in asking o suppo , esilience, amily suppo , iendships, suppo om he uni e si y…) and ha i wen a beyond inishing he deg ee, achie ing good g ades and ge ing a job in he u u e. In addi ion o g ades and knowledge, I hink i is also abou consolida ing you pe - sonali y du ing you s udies and becoming a a ional, ques ioning, and enligh ened pe son who is awa e o hei weaknesses and s eng hs and has an open-minded iew o he wo ld (PG11, Ge many). I belie e ha uni e si y success is no measu ed quan i a i ely, bu by he quali y o he educa ion you ecei e and he pe sonal lea ning, you acqui e on ha jou ney (PS1, Spain). GwD in bo h coun ies pa icula ly alued p ac ical lea ning, he possibili y o pe sonal de elopmen and he imp o emen o hei social ne wo ks. Also, Ge man and Spanish pa icipan s pe cei ed success as a balance be ween doing well in hei s udies and main- aining hei heal h. Finally, he g ea majo i y o pa icipan s in bo h con ex s indica ed ha ob aining a HE deg ee o e ed hem he possibili y o p o e o o he s ha hey we e able o o e come any ad e si y, despi e hei disabili y. Success in my s udies means a lo o me because I can show mysel and o he s ha I am s onge han my disabili y (PG23, Ge many). Since I s a ed uni e si y, I had o ge om one place o ano he and lea n my way a ound he campus on my own. This is wha I conside a success ul expe ience: o be able o su pass you sel as a blind pe son in he ield o mobili y (PS14, Spain). Howe e , he e was a di e ence in he concep ion o success in HE o he wo g oups. Some o he Ge man pa icipan s, in con as o he Spanish pa icipan s, pa icula ly al- ued he possibili y o a s udy s ay o an in e nship ab oad as a key o success in HE. Highe Educa ion Table 2 Ca ego ies, subca ego ies, and dimensions Ca ego y Subca ego y Dimension Simila i ies Di e ences Concep o success Highe educa ion - Pe sonal and complex concep - P o essionally use ul lea ning - Social inclusion - Balance be ween s udies and heal h - Pe sonal de elopmen and sel -imp o emen S ay ab oad (Ge many) Labou - Holding a highe educa ion deg ee - Applica ion o acqui ed knowledge and com- pe ences - demons a ion o hei capabili y - Ha ing app op ia e suppo - Pe o mance o an ac i i y linked o he expe i- ence o one’s own disabili y No iden i ied In e nal ac o s p omo ing success in highe educa ion and labou ma ke inclusion Sel -awa eness - Recogni ion and accep ance o disabili y - Iden i ica ion o s eng hs and empowe men No iden i ied Sel -de e mina ion - Pe se e ance - Con idence - Willpowe - Discipline, planning, and ime managemen No iden i ied Au onomy - S eng hening independen li ing Impo ance o emancipa ion du ing highe educa- ion (Ge many) Sel -e icacy - P oac i i y in de ending hei igh s and look- ing o suppo - C ea i i y and sea ch o solu ions No iden i ied Resilience - Abili y o adap - Posi i e a i ude - Tole ance o s ess No iden i ied Highe Educa ion o he nex and don’ eally ge any help ul in o ma ion anywhe e (PG25, Ge many). I wen once o he disabili y se ice and did no ge much help om hem. I would ha e liked hem o show mo e empa hy wi h my si ua ion, I didn’ eel suppo ed (PS2, Spain). On he o he hand, hey ecommended ha se ices should be mo e p oac i e in com- munica ing in o ma ion, o e ing se ices, and main aining con ac wi h SwD. Speci ically, Spanish GwD conside ed ha , in compliance wi h da a p o ec ion legisla ion, i would be e y impo an o HE ins i u ions, h ough hei disabili y se ices, o in o m eaching s a in ad ance o he p esence o SwD in hei class ooms and he necessa y adap a ions o each ype o disabili y. I is ecommendable o in o m acul y ha hey a e going o ha e a s uden wi h hese cha ac e is ics, o in o m hem o wha i means and wha needs hey a e going o ha e (PS24, Spain). In his sense, some pa icipan s om bo h coun ies conside ed ha , gi en ha he indi- idual cha ac e is ics o s uden s we e so di e se, i would be necessa y o hese se ices o p o ide indi idualised a en ion o iden i y wha hei pa icula needs a e. Speci ically, hey unde lined he need o imp o e he necessa y suppo s and adap a ions o s uden s wi h cogni i e disabili ies. I ha e a men al illness and eel ha he e is no ye he app op ia e accommoda ions o his (PG26, Ge many). Acco ding o my expe ience, he Uni e si y is no p epa ed o deal wi h ce ain dis- abili y p o iles. I ound a lo o igno ance when i came o how o help me (PS9, Spain). Facul y Ge man and Spanish g adua es epo ed some nega i e expe iences wi h he acul y mem- be s, bu mos o hem indica ed ha he acul y was a undamen al suppo . Ac ually, some pa icipan s e en s a ed ha wi hou his suppo hey would p obably ha e had o d op ou o hei s udies. I he lec u e s hadn’ aken me se iously, I would ha e had p oblems passing my exams and he e o e my s udies (PG4, Ge many). I my ime a uni e si y was al eady ha d and complica ed, wi hou ha ing me his kind o acul y, he expe ience would ha e been much ha de , and I don’ eally know how I would ha e managed o inish my s udies (PS9, Spain). Thus, Ge man and Spanish g adua es epo ed ha acul y membe s suppo ed hem h ough me hodological accommoda ions ( u o ial ac ion, accessible ma e ials, and al e - na i e assessmen s) and encou aged hem h oughou hei uni e si y ca ee . In his espec , bo h g oups o g adua es unde lined he impo ance ha he lec u e s ook SwD se iously and we e able o see hei po en ial. Fo hem, i was undamen al ha he acul y was com- mi ed o inclusi e eaching. The Spanish di e ed om he Ge man GwD in s essing he impo ance o a close a i ude and mo e us om he acul y membe s owa ds he s u- den s, which helped hem o eel like o he s and mo e sel -con iden . I ha e no been ea ed as a di e en s uden a any ime, no ha e I been made o eel di e en because I ha e a disabili y. This is a e y posi i e hing (PS8, Spain). Highe Educa ion Also, in gene al, pa icipan s om bo h coun ies emphasised he need o acul y membe s o be ained in disabili y in HE. Rela ed o his, i was pa icula ly ele an o bo h g oups ha acul y should be be e ained o se e s uden s acco ding o he ype o disabili y. I hink i would be good i he e was a (compulso y) aining cou se o acul y whe e hey we e made awa e o common disabili ies/p oblems and explained how hey can help s uden s (PG7, Ge many). I a acul y membe is going o ha e a s uden wi h a disabili y, he/she should be ained on ha speci ic disabili y. I ha e come ac oss acul y membe s who do no know how o ac when aced wi h a s uden wi h Aspe ge ’s Synd ome (PS24, Spain). Financial suppo Apa om he amily as he main sou ce o unding, a la ge p opo ion o Spanish and Ge man GwD needed addi ional suppo o hei uni e si y s udies. In addi ion o he eg- ula s udy expenses (lodging, li ing expenses, ma e ials, e c.), GwD in bo h coun ies had o ace signi ican ex a cos s due o hei disabili y ( ea men s, he apies, so wa e, s udy assis an s, accommoda ions, e c.). In his sense, bo h g oups o pa icipan s highligh ed he impo ance o ha ing mo e and be e inancial suppo o hei HE s udies. In pa icula , some Spanish g adua es indica ed ha wi hou his addi ional suppo hey would no ha e been able o comple e hei s udies. I I hadn’ been co e ed by he disabili y g an s and he ui ion ee discoun , I wouldn’ ha e been able o pay o my lodging a uni e si y (PS19, Spain). Ex e nal ac o s p omo ing success inlabou ma ke inclusion Fac o s suppo ing wo k inclusion we e ela ed o he a ainmen o wo k expe ience, adap- a ions in he wo kplace, and awa eness o socie y. Wo k expe ience Bo h Ge man and Spanish g adua es s a ed ha ini ially, o gain access o he labou ma - ke , i was e y impo an o ha e suppo o be able o do p ac ical aining and gain wo k expe ience. In he case o he Ge man pa icipan s, hey pa icula ly emphasised he impo - ance o being able o ha e a wo k expe ience ab oad o en ich hei CV and imp o e hei employmen op ions. I was also impo an o me o gain expe ience in he coun ies whose languages I was lea ning, which is why I spen a semes e ab oad in [ci y omi ed] du ing my Bachelo ’s deg ee and an E asmus semes e in [ci y omi ed] du ing my Mas e ’s deg ee (PG1, Ge many). Adap a ions in hewo kplace On he o he hand, Ge man and Spanish g adua es ag eed on he impo ance o ha ing app op ia e adjus men s in he wo kplace o be able o pe o m hei p o essional wo k unde equal condi ions. In his espec , bo h g oups o pa icipan s ag eed on he need o Highe Educa ion special suppo and necessa y adjus men s o wo ke s wi h cogni i e disabili ies. They also conside ed ha he e is a need o mo e suppo and counselling o employees wi h in isible disabili ies ega ding he di icul ies hey ace in disclosing hei disabili y, so ha hey can handle hei si ua ion in a na u al way and ha e he necessa y p o essional sup- po s and adap a ions. Wha I ind a pi y is ha I shouldn’ alk openly abou my disabili y in wo king li e, as his can be seen as a disad an age (PG22, Ge many). I hink hey will look i s i you ha e a disabili y. The deg ee is impo an , bu he momen you pu he disabili y on he able he u u e is dissol ed (PS13, Spain). Raising awa eness o socie y In addi ion, he pa icipan s om bo h coun ies made some ecommenda ions o imp o e he inclusion o PwD in he labou ma ke . They unde lined he need o in o m, ain, and aise awa eness among employe s in pa icula and socie y in gene al abou w ong p eju- dice owa ds employees wi h disabili ies. In his line, hey indica ed ha i would be essen- ial o socie y o become awa e o he eal con ibu ions and bene i s o employing PwD. I do belie e ha people wi h a disabili y o en ha e a di e en way o hinking and pe cei ing hings, which can make discussions, in e ac ions e c. mo e di e se (PG11, Ge many). I y o use his li e expe ience o help people who a e going h ough a di icul si ua- ion, my pa ien s. I eel e y sa is ied o wo k as a doc o and o unde s and he ea s, doub s and e e y hing ha comes wi h li ing wi h a ch onic illness (PS23, Spain). Finally, some Ge man pa icipan s indica ed ha i was impo an ha mo e and mo e PwD we e in posi ions o esponsibili y. Speci ically, hey conside ed i ele an ha he oices o PwD a e hea d and conside ed when policy decisions a e made o when ac ions ela ed o inclusion a e ca ied ou . A he same ime, I am no blind o he disc imina ion I expe ience because o my disabili y. I would like o see mo e ep esen a ion and isibili y o PwD in he media and in managemen posi ions (PG19, Ge many). Discussion The esul s o his s udy showed ha he pe cep ions o uni e si y success o GwD om bo h coun ies a e common and we e ela ed o use ul and p ac ical lea ning, o well-being and pe sonal de elopmen , and o he sense o belonging o social suppo ne wo ks (Acca do e al., 2019; Mo iña & Biagio i, 2022; Russak & Hellwing, 2019). This eali y shows ha i is u gen o con inue p omo ing use ul lea ning o p ac ice om he app oach o inclusi e peda- gogy, a ou ing he ull pa icipa ion o SwD and o he bene i o all s uden s (Gale e al., 2017; Redshaw & Deehan, 2024). Mo eo e , wi hin inclusion plans, HE ins i u ions should go u he and implemen ac ions o suppo he pe sonal well-being o SwD. Fo example, by p o iding psychological and emo ional suppo , and measu es o s eng hen and b oaden he social en i onmen o hese s uden s, such as suppo o ne wo king, associa ions, and s uden clubs. Highe Educa ion Fu he mo e, his s udy, in con as o p e ious esea ch, has poin ed ou he impo ance o s udy and wo k placemen s ab oad o he academic success o Ge man GwD. This esul is o g ea ele ance because i shows ha , gi en he impo ance o in e na ionalisa ion and language lea ning o he employmen oppo uni ies o GwD, g ea e e o s a e needed, espe- cially in Spain, o suppo hem in achie ing his goal wi h g ea bene i s o hei au onomy and independen li ing. On he o he hand, simila i ies ha e also been ound ega ding he concep ions o suc- cess in labou ma ke inclusion. Thus, he impo ance o HE has been unde lined o achie e employmen expec a ions and o be able o demons a e he alue o PwD (Liu e  al., 2024). Al hough he link be ween HE and imp o ed employmen oppo uni ies is uni e - sal, o PwD suppo o HE is pa icula ly ele an as i is o en he only way o a oid a “ ypically disabili y- ela ed” p o ession, and because i has a pa icula in luence on hei men al heal h and pe sonal de elopmen (Lindsay e al., 2018). I also became clea ha , o be success ul a wo k, i is necessa y o ha e he app op ia e adap a ions and suppo s o a oid disc imina ion and inequali y (Aumann e al., 2021). Finally, a highly alued aspec was he possibili y o use hei expe iences wi h disabili y o pu sue a p o ession ela ed o inclusion. This unde lines he po en ials and ele an con ibu ions ha s ill need o be made isible and can be made by PwD in p o essional ac i i y (Odame e al., 2021). In addi ion, his s udy has highligh ed ha i is no enough o gua an ee access and p o- ide suppo o PwD, bu i is necessa y o iden i y and ac on he p omo ion o in e nal and ex e nal ac o s ha posi i ely in luence hei success. In ela ion o in e nal ac o s enhancing success in HE and in he labou ma ke , i has been e ealed ha o bo h Ge - man and Spanish g adua es i is impo an o know hemsel es, accep hei disabili y and be able o ocus on hei s eng hs (Acca do e al., 2019; Vacca o e al., 2015). This e i- dence shows he ele ance o p omo ing and de eloping a posi i e and socially jus pe - spec i e on PwD in socie y ha ocuses on hei po en ial (Kohli & A encio, 2023). As p e ious esea ch has concluded, ou s udy shows ha i is necessa y o suppo he de elopmen o pe sonal capabili ies ele an o success such as sel -de e mina ion, au onomy, sel -e icacy, and esilience-based s a egies o ace di icul si ua ions (Russak & Hellwing, 2019). Fu he mo e, he esul s indica ed ha , h ough sel -awa eness o dis- abili y, pa icipan s we e able o s eng hen hese in e nal ac o s impo an o hei aca- demic and occupa ional success. The success ul comple ion o HE and he acquisi ion o a sui able job enabled hem o s eng hen hese pe sonal capabili ies. In he case o he Ge man pa icipan s, i was pa icula ly impo an o be su icien ly au onomous o be able o emancipa e hemsel es and li e independen ly du ing HE. I is he e o e c ucial o sup- po hese s uden s o de elop and s eng hen hese capabili ies, as hey a e essen ial o he mo i a ion and sel -con idence hey need in hei s udies and wo king li e (Ju e al., 2017). As es ablished by he social model o disabili y (Jones, 2020), se e al ex e nal ac o s ha e been ound o play a key ole in he inclusion and success o SwD a uni e si y. Thus, as p e ious esea ch (Bailey e al., 2020; Jä kes ig e al., 2016; Mo iña e al., 2024; Russak & Hellwing, 2019) indica ed, emo ional and inancial suppo om amilies and social and academic suppo om pee s we e key o GwD. Financial suppo is especially essen ial in Spain, gi en he lowe pe capi a weal h igu es (Spanish Na ional S a is ical Ins i u e, 2024) and he lowe inancial aid ecei ed compa ed o Ge man s uden s (Uni e sia Foun- da ion, 2023). I would also be essen ial o o e mo e suppo o amily membe s and pee s by p o iding hem wi h in o ma ion and p ac ical aining on disabili y so ha hey can c ea e ai e and less o e p o ec i e ela ionships wi h hese s uden s. Mo eo e , i has been shown ha he suppo and accommoda ions o e ed by disabil- i y se ices a e key o p omo ing he success o SwD (Acca do e al., 2019; Russak & Highe Educa ion Hellwing, 2019). In his ega d, imp o emen s a e ecommended in employee aining and empa hy, in p oac i i y in o e ing suppo , and in o e ing pe sonalised quali y se ices o s uden s. To his end, i is necessa y o ensu e ha hese se ices ha e su icien esou ces and ha s a ha e he possibili y o ecei ing adequa e aining, away om he medical model o disabili y. In he same ein, i has been s a ed ha acul y membe s a e an essen- ial pa o academic success (Acca do e al., 2019), especially wi h hei posi i e a i ude and willingness o make adjus men s. In Spain, i was especially alued when acul y mem- be s es ablished close and us ing ela ionships wi h s uden s (Redshaw & Deehan, 2024). Howe e , in bo h con ex s, i has become clea ha e o s a e s ill needed o imp o e ac- ul y aining in disabili y om an inclusi e app oach (Yssel e al., 2016). In his sense, i is impo an o con inue ad ancing in he implemen a ion o Uni e sal Design o Lea ning (UDL) in HE ins i u ions o es ablish accessible spaces and enable lea ning o all s uden s (Collins e al., 2019; Edwa ds e al., 2022). Finally, conside ing he addi ional cos s aced by SwD (S einkühle e al., 2023; Uni e sia Founda ion, 2023), i is necessa y ha SwD, beyond amily suppo , ha e adequa e ex e nal unding o pe o m hei s udies on equal e ms. Simila ly, ex e nal ac o s in bo h coun ies ha e been shown o p o ide c i ical suppo o labou ma ke ansi ion and inclusion. In pa icula , as o he esea ch has poin ed ou (Bjø nshagen & Ug enino , 2021), his s udy indica es ha i is high ime o s ongly sup- po PwD in gaining he necessa y wo k expe ience, bu also unde lines he impo ance o being suppo ed o do in e nships ab oad. I also is essen ial ha wo ke s wi h disabili ies ha e he necessa y adjus men s and inpu in he wo kplace and eel suppo ed in making he decision o disclose hei disabili y (Aumann e al., 2021; Vo nhol e al., 2018). To his end, i is impo an ha employe s ob ain su icien suppo and aining on how o mobilise e ec i e wo kplace inclusion. I is also essen ial o aise awa eness among socie y in gene al and employe s in pa icula o he bene i s and po en ials o employing PwD (Odame e al., 2021). Limi a ions and u u e esea ch This s udy p o ides ele an esul s ha can be used o imp o e he condi ions o he suc- cess o PwD in HE and in hei ansi ion o he labou ma ke . Ne e heless, his esea ch elies exclusi ely on es imonies om PwD and does no include a de ailed analysis based on he speci ic na u e o he disabili y. Fu u e esea ch could he e o e analyse he de e - minan s o success acco ding o he ype o disabili y. In pa icula , i would be ele an o analyse he complexi ies in he case o people wi h cogni i e disabili ies. F om he pe - spec i e o he social model o disabili y, i is essen ial o inco po a e he pe spec i es o key ac o s wi hin he social and p o essional en i onmen s o PwD. The e o e, conduc - ing in-dep h in e iews wi h main igu es ac oss di e en domains would be highly el- e an . These include indi iduals om he pe sonal sphe e ( amily membe s, pa ne s, and iends), he academic sphe e ( acul y, classma es, ins i u ional heads, and disabili y sup- po s a ), and he p o essional sphe e (colleagues, employe s, and ca ee guidance p o- essionals). Fu he mo e, complemen ing hese in e iews wi h ocus g oup discussions would p o ide an oppo uni y o pa icipan s o engage in collec i e e lec ion and dia- logue. This app oach could yield aluable insigh s and con ibu e o he implemen a ion o equi able and inclusi e p ac ices ha enhance he academic and labo ma ke inclusion o PwD. Highe Educa ion Conclusions F om a compa a i e and in e na ional pe spec i e and h ough he oices o GwD, his s udy makes a ele an con ibu ion o imp o ing he academic and employmen inclu- sion o PwD in Ge many and Spain by highligh ing he in e nal and ex e nal ac o s ha need o be s eng hened o achie e eal success in HE and employmen inclusion (Edwa ds e al., 2022). In his sense, his esea ch om a c i ical and p ac ical app oach has shown ha i is c i ical o mo e away om he pe spec i e o he medical model and he ableis concep ions o disabili y ha hold PwD exclusi ely esponsible o hei own inclusion. Thus, i is necessa y o ecognise ha o PwD o success ully pu sue HE and ca ee s, hey need ex e nal suppo o emo e ba ie s in he con ex a ound hem and in e nal suppo o s eng hen and de elop he pe sonal capabili ies ha a e essen ial o success. Based on his s udy, he au ho s would like o encou age HE ins i u ions o mobilise hei knowledge and build su icien ly s ong suppo ne wo ks wi h companies o build mo e sus ainable, democ a ic, and inclusi e socie ies. Implica ions o p ac ice HE ins i u ions, employe s, go e nmen s, and socie y as a whole mus ake u he s eps owa ds inclusion and implemen ac ions ha e ec i ely p omo e he success o PwD in bo h uni e si y and he labo ma ke . These ac ions should ocus, in pa icula , on c ea ing en i onmen s based on uni e sal design in uni e si ies and wo kplaces, while also suppo - ing he physical and psychological well-being o PwD. Achie ing his equi es an inc ease in inancial esou ces alloca ed o inclusion in bo h coun ies, pa icula ly in Spain, whe e he pe cen age o esou ces dedica ed o his a ea is lowe . Addi ionally, awa eness- aising measu es mus be implemen ed in academic and p o es- sional se ings, as well as in socie y a la ge. This can be achie ed h ough con e ences, semina s, and aining sessions led by expe s in disabili y and inclusion, along wi h PwD hemsel es. Fundamen ally, hese measu es should highligh he posi i e con ibu ions and bene i s o he pa icipa ion o PwD in HE and he labo ma ke , ensu ing condi ions o equi y and social jus ice. Au ho con ibu ion All au ho s made subs an ial con ibu ions o e e y sec ion o he manusc ip and ha e e iewed and app o ed i s inal e sion. Funding Open Access unding enabled and o ganized by P ojek DEAL. This s udy was unded by he Minis y o Science and Inno a ion o Spain, S a e Resea ch Agency and FEDER unds Eu opean Union [g an numbe s EDU2020 - 112761RB- 100/Fede Funds]. The esea ch wo k was suppo ed by a Ba a ian Equal Oppo uni ies Sponso ship – Realisie ung on Chancengleichhei on F auen in Fo schung und Leh e (FFL) – Realiza ion Equal Oppo uni ies o Women in Resea ch and Teaching, ob ained by Rosa io Lopez- Ga i a.This pape is pa o a pos doc o al ellowship Juan de la Cie a-T aining (JDC2022-049600-I) ob ained by Inmaculada O ozco, unded by he Spanish Minis y o Science, Inno a ion and Uni e si ies/ S a e Agency/10.13039/501100011033 and by he Eu opean Union Nex Gene a ion EU/PRTR. Da a A ailabili y The anonymized da a wi hou any iden i ying in o ma ion a e a ailable om he co e- sponding au ho upon easonable eques . Highe Educa ion Decla a ions E hics app o al and consen o pa icipa e This s udy was app o ed by he e hics commi ee o F ied ich- Alexande Uni e si y E langen-Nü nbe g (Ge many) and he e hics commi ee o he Au onomous Commu- ni y o Andalusia (Spain, code: 156/2021). All pa icipan s p o ided w i en in o med consen be o e aking pa in he s udy. Compe ing in e es s The au ho s decla e no compe ing in e es s. Open Access This a icle is licensed unde a C ea i e Commons A ibu ion 4.0 In e na ional License, which pe mi s use, sha ing, adap a ion, dis ibu ion and ep oduc ion in any medium o o ma , as long as you gi e app op ia e c edi o he o iginal au ho (s) and he sou ce, p o ide a link o he C ea i e Com- mons licence, and indica e i changes we e made. The images o o he hi d pa y ma e ial in his a icle a e included in he a icle’s C ea i e Commons licence, unless indica ed o he wise in a c edi line o he ma e ial. 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