The capability approach and equity in higher education: A meta-synthesis of students capabilities

The capability approach has been used for nearly two decades as a holistic framework for guiding qualitative inquiries on equity in higher education. Despite significant research in this area, the scope of the basic capabilities needed for the realization of equity in access to higher education and during university education has not yet been clarified, and the extent of the factors influencing these capabilities has not been determined. The aim of the present study was to identify the scope of basic capabilities, conversion factors, and necessary resources for students, and provide a clear definition of them. In this study, using a qualitative meta-synthesis method, studies published in reputable national and international databases from 2000 to 2019 were reviewed. A total of 88 articles were identified for initial review. Considering the inclusion and exclusion criteria, 20 articles were full-text reviewed. The analysis of the articles and comparing them with similar studies showed that in order to achieve equity in accessing to and studying at the university, providing   following 12 capabilities are essential: practical reasoning, educational resilience, affiliation, aspirations, having a voice, learning disposition, knowledge and imagination, social relations and social networks, respect and dignity, safety and physical cohesion, emotional integrity, and language competencies. In this regard, various individual, social and environmental factors are influential that necessitate the university's attention to the differences between students and the diversity of their needs, as well as the social contexts outside the university.