With the emergence of mass higher education, many national governments have identified a diverse higher education system as a policy objective. Diversity is seen as good because it supposedly increases the range of choices for students, matches the education provided to the needs and abilities of individual students, enables and protects specialization within systems, and meets the demands of an increasingly complex social order. However, little is known about the internal dynamics of higher education systems working for or against particular levels of diversity. The present volume attempts...