The 1980s and 1990s saw a massive expansion in student numbers. As a result, students have become a heterogeneous group consisting of individuals with different needs, desires and knowledge. At the same time there has been increasing pressure on higher education institutions (HEIs) to take on greater responsibility for widening participation among diversified student groups. This paper addresses the following questions: Do the HEIs possess recruitment strategies directed toward diversified student groups? What kind of responsibility do the HEIs express in their recruitment strategies? This paper is based on qualitative research with in-depth interviews at various HEIs in Norway. Description of the problem We examine the ways in which a higher education (HE) system that emphasises efficiency influences HEIs’ activities vis-à-vis underrepresented groups of students. Do HEIs express a responsibility to society and a responsibility for recruiting diversified student groups? Is this articulated in the different strategies employed by the various HEIs, both those with a surplus of applicants and those with an insufficient number of applicants? Background There is growing national and international concern about equal opportunity and education for all, as education can help to create a less divided society (Thomas & Cooper 2000). It has become increasingly important to possess a higher education degree, and there is genuine concern about individuals who do not (Riddell et al 2005). In response to the expansion in student numbers in HE, the question about the quality of participation is being raised (Benseman et al 2003). Norwegian educational policy is rooted in the principle of equal rights to education for all members of society. This principle, together with a financial support system for students and an HE without tuition fees, provides an excellent basis for the inclusion of underrepresented groups. The focus on student rights in HE and the reduction of inequality has given rise to expectations that HEIs will work to widen participation in HE. However, the HEIs are operating in an HE system that is increasingly emphasising efficiency, and they are under pressure to increase production of student credit points. This may lead to selectiveness on the part of the HEIs, which will choose only the best students. This paper will investigate whether the growing focus on student flow and credit point production at universities and university colleges promotes inequality in HE.

Our analysis consists of semi-structured interviews with staff responsible for recruitment in different departments at a number of universities and university colleges in Norway. The term “underrepresented groups” encompasses a variety of groups and individuals (which may vary from country to country), such as unemployed people, single parents, ethnic minority groups, disabled people, women returners and young people from disadvantaged backgrounds (Woodrow 2000). The term “diversified student groups” comprises minority students, older students, students with documented non-formal learning, and students with disabilities.

Possible conclusions 1) HEIs take action when there are economic incentives or recruitment goals that encourage them to direct special attention toward diversified student groups. 2) HEIs require more or less diversified student groups depending on their educational profile. There is an interplay between educational policy and HEI strategies at work here. We will examine the expectations facing HEIs and attempt to explain why they do or do not take the initiative to create strategies. Some explanations may be found by looking at market shares and demographic trends, among other factors. Social inequality in HE still exists despite the implementation of a number of measures. As part of their institutional autonomy, HEIs are free to set the number of students accepted, select their students and reject applications (Frølich et al 2008). Through interviews carried out at HEIs, we will try to identify other factors that promote inequality.