Globalization and Implementation of an Equity Norm in Higher Education: Admission Processes and Funding Framework Under Scrutiny

Measuring inequalities in higher education: a politics of science

“…Moreover, we note that inequality indicators used in other contexts (see Goastellec 2008a) such as social, ethno-racial or geographical origin, are almost absent here. The indicator 'father socio-professional status', presented in the OECD database, only entitles to distinguish between the two broad categories (manual occupation/non manual).…”

“…If the international incentives produced by international agencies are important, another level of action also appears to weigh on the national understanding of social diversity and thus on the legitimacy of new inequalities indicators: the study of students' admission processes in different higher education institutions in the US, South Africa, Indonesia and France (Goastellec 2003(Goastellec , 2004(Goastellec , 2008a(Goastellec , 2008b) reveals a constant reinvention of categories in order to read identities -at the central level, department level or individual level (professors or administrators, whichever is responsible for student admissions) -depending on their position on the academic market and on what makes sense to them. These local frames of reading social diversity sometimes correspond to a political drive and an explicit communication campaign of a given higher education institution, which thus builds up its image on the fact that it takes this diversity into account (for example at UC Berkeley and SciencesPo Paris).…”

The Europeanisation of the measurement of diversity in education: a soft instrument of public policy

“…On the other hand, there is a virtual absence of other indicators of disparities used elsewhere (Goastellec 2008) Á social origin, ethno-racial or geographical origin (urban, rural) Á the use of which has also been called for by the European Commission.…”

An Incentive Dynamic Programming Method for the Optimization of Scholarship Assignment

“…The equity norm has gained increasing attention in higher education [8][9][10][11] and is a pressing concern in the scholarship assignment as much as in other policy making [12][13][14] and resource or reward allocation problems [15][16][17][18][19]. Equity, unlike equality which implies that all members should be assigned to equal amount of resource, requires that the allocated resource should be proportionate to the magnitude of each member's contribution [20,21].…”