Social equity in higher education: a wicked problem exacerbated by multiple discourses

Social equity in higher education has been a priority for universities and policy makers throughout Organisation for Economic Co-operation and Development (OECD) nations for more than a decade. Limited improvement is seen among students in under-represented groups which remains a concern and for this reason social equity in higher education is presented as a wicked problem. This article will outline the steady massification of higher education where elitist discourses were largely abandoned, while social equity discourses flourished. The discussion will include key documents that have wielded great influence on discourse including The Bradley Review, Performance-Based Funding (PBF) and the Job-Ready Graduates legislation. After illuminating the Australian political context, this article will define four social equity discourses currently distinguishable in higher education literature: meritocratic, economist, social justice and human potential. Interrogation of these discourses will reveal complexity and divergence that contributes to the wicked nature of improving social equity in higher education