Abstract
This work falls within the field of the sociology of higher education and aims to identify the epistemological assumptions that shape and inform research on students’ initial engagement with the university. Whether referred to as entry, access, or initiation. This issue began to be systematically studied during the 1990s, due to various waves of university expansion worldwide. Understanding the angles from which this topic is investigated allows us to reveal worldviews and, consequently, the educational conceptions that underpin higher education practices. To account for the proposed analysis, the main concepts developed around this issue were first listed, then put into dialogue with each other to identify their commonalities and differences. Finally, a semantic map was created to identify the proposed analytical path.
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