Translating Student Diversity within the German Higher Education System. How universities respond to the political discourse on widening participation.

Autor/in	Mergner, Julia
Titel	Translating Student Diversity within the German Higher Education System. How universities respond to the political discourse on widening participation.
Quelle	Opladen [u.a.]: Barbara Budrich (2025), 260 S.Verfügbarkeit Dissertation, Universität Hamburg, 025.
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
ISBN	3-96665-089-4; 978-3-96665-089-2
Schlagwörter	Partizipation; Universität; Diskurs; Vielfalt; Deutschland
Abstract	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. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2025/2