La dimensión social en la educación superior

Abstract

The study of students' socioeconomic conditions and their characteristics in the process of building the EHEA was a forgotten issue until the middle of the last decade. This question was brought forward for consideration by students associations, most notably by the Europeans Students Union (ESU). When these aspects are incorporated explicitly in the London Communiqué (2007), it does so from an important perspective, but limited: it recognizes the need to develop a policy of participatory equity among European university students, which affects not only access, but also the path and results. This aspect (participatory equity of students
in assets offered by the university), is what is called social dimension. This approach is limited in two ways: it deals only with the students, and ignores other actors and university functions. It reduces the problem of equality to equity. This article presents a description of the incorporation of the concept and an analysis of their limitations from a sociological perspective.