Beschreibung

How do universities respond to the institutional demand to deal with an increasingly heterogeneous student body? Julia Mergner examines the widening participation policy discourse from an organizational sociological perspective. The results show how differently universities translate the idea of student diversity into their local context and legitimize strategies, structures and practices for dealing with it.

The book explores how variations in organizational responses can be explained theoretically. Drawing on Scandinavian institutionalism, it examines how universities interpret institutional pressures and how these interpretations influence their practices. Based on a translation perspective, student diversity is conceptualized as an idea materialized within the widening participation discourse, which undergoes modifications when being translated in new local contexts. Based on policy document analysis, the author first reveals two dominant perspectives on widening participation: as a means for social justice or ensuring skilled labour. Second, to investigate how the idea of student diversity is translated on the organizational level, the book builds on a multiple case study design, choosing three universities that differ in type of institution, location, and profile. Findings show diverse interpretations among universities, shaping daily routines and teaching activities. The author identifies overarching narratives framing student diversity, influenced by institutional beliefs and local contexts as well as dominant diversity paradigms. Seven organizational practices to address student diversity are identified, varying in definitions and contextual conditions. The book broadens understanding of widening participation beyond access criteria, highlighting support for underrepresented student groups throughout the student life cycle. It demonstrates the relevance of Scandinavian institutionalism for understanding organizational responses, particularly through the translation perspective. Future research should validate findings across German higher education institutions, considering additional institutional characteristics.

The author:
Dr. Julia Mergner is a postdoctoral researcher at the Division of Academic Teaching & Faculty Development at TU Dortmund University.

Die Fachbereiche:
Sociology, Education

Zusätzliche Information

Additional Content

Online attachment: 10.3224/96665089A

Table of contents + reading sample

Autor*innen

Julia Mergner

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Schlagwörter

diversity, Grounded Theory, higher education research, November 2024, organisational sociology, qualitative research, scandinavian institutionalism