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Abstract
What do the shared norms emerging in the regulation of access reveal about the higher education internationalisation process? The history of access norms brings to light two characteristics of this process: the spreading of sociotechnic tools and the emergence of moral entrepreneurs. Based on case studies carried out in France, the US, South Africa and Indonesia, the analysis reveals how a common search for equality of opportunity in access is intertwined with the international diffusion of ‘university knowledge’ (modes of organisations, tools, techniques), a multiform process that can take an anecdotic, accidental or all‐rational form.
Notes
1. This definition of the globalisation of access borrows Muller’s more general definition of globalisation (Muller Citation2000).
2. For a more detailed version of this typology see Clancy and Goastellec (Citation2007) and Goastellec (Citation2008).
3. In 2001, the governing body of this institution adopted conventions allowing a specific student admission (dossiers and interviews instead of the usual entrance examination) in seven high schools that are part of the Priority Education Zones (ZEP). If this second path of admission does not directly promote student access on the basis of ethno‐racial or social belonging, this territorial positive discriminatory measure targets ‘without naming them expressively, and, overall, without naming them exclusively, groups that, in the US, would without doubt have been apprehended as ethnic or racial minorities’ (Calvès Citation2005, 31). Simultaneously, it answers a socio‐economic need, these areas being identified on the basis of students’ socio‐economic backgrounds.