Abstract
The ever-present divide between academia and industry is at the forefront of this research in the context of Neurodiverse students, Neuroinclusive practitioners, academic practitioners, and Professors. Neurodiversity encompasses a range of conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Dyslexia, Dyspraxia, and many more, where Neuroinclusion is an approach in ensuring Neurodiverse are able to participate and contributed (Baeza-Velasco, 2021). In the context of Neuroinclusion, students in academia are sometimes labelled as “disruptive” without considering if the student may have Neurodiverse needs. We propose the solution of learning from a Neuroinclusive Consultant, preferably as an internal consultant to support the academic teaching team in managing the sensitive and intense learning experience of Neurodiverse students. This is an effective way towards Neuroinclusion. This work introduces the idea by means of a case study based on a Business School Project, where has an experienced consultant specialising in Neuroinclusion as part of the teaching team raised awareness on Neuroinclusion and provided directions on how to achieve it. This case takes a blended practitioner, academic, and student perspective as a tri-party perspective. We propose that academia can learn from applying internal consulting practices driving awareness and inclusion of Neurodiversity and acting as an enabler, not only for teachers but also for Neurotypical students. This will result in an inclusive and future-leadership-aligned tertiary education experience. This change in mindset towards Neuroinclusion seeks to bridge the academia-industry divide in educating future leaders.