ABSTRACT
Discourse on access of disadvantaged groups is traditionally framed in the context of representation and is concerned with questions of over-, under-or equal representation of groups. Such framing is rooted in principles of equality and social justice. However, it carries additional unique significance in higher education as a meritocratic system, where access is essential for the potential creation of knowledge. The importance of access is apparent in various policy discourse and framing, linking it to economic development, demographic sustainability, diversity and more.
