Higher Education Systems between Quality Assurance, Rankings, and Alienation to the Labour Market. What out-of-Ranking Higher Education Systems Can Teach Us?

This examines changes in university access in France between 2000 and 2010 through the lens of institutional sociology, which considers political, sectoral, and organizational dimensions. It aligns with the hypothesis of a decline in ‘social institutions’ while exploring what replaces them, focusing specifically on the evolving university institution.

Access to higher education is a significant social and political issue that has sparked debates and reforms globally. A sociological approach allows us to move beyond simplistic classifications of educational systems as elitist versus democratic or closed versus open. For instance, the American model, often regarded as elitist, incorporates compensatory mechanisms in its admissions policies that do not merely select but also prepare and support students. Similarly, the hierarchical organization of higher education spans from elite universities to community colleges.

The French university system is known for its 'non-selective' admission rules. However, it experiences new challenges, such as selection by drop-out rates and a distinction between academically elite institutions and accessible universities. The introduction of authentic admissions policies in France since the 2000s reflects more complex dynamics than just a shift from democratic to neoliberal education ideologies. These policies are often justified by the need to combat university failure, provide individualized student support, and enhance public service delivery.

This study questions how these changes in policy occurred and what institutional conditions enabled them. By adopting a pragmatic approach that considers various interests, legislative frameworks, and administrative provisions, we aim to uncover the key institutional forces that have shaped the emergence of new admissions policies in France.