Publications

This article aims to analyze the injustices associated with the college performance score formula (R score), used as a selection tool for admission to competitive university programs in Québec. Theoretically, the analysis draws on the framework of organizational justice to distinguish three dimensions of justice perceptions: interactional, distributive, and procedural. Empirically, it relies on a mixed-methods approach combining quantitative analysis of administrative data with qualitative interview analysis. The findings identify three forms of injustice: an interactional injustice stemming from a lack of clarity, transparency, and communication; a distributive injustice linked to the violation of the meritocratic principle whereby individuals with the best results should obtain the highest R score; and a procedural injustice tied to the special treatment of atypical pathways, which contributes to distortions. The article concludes by outlining three avenues for reform of the current system of evaluation and university admissions.

Moulin, S., Blain, M. et Solé, F. (2026). La cote de rendement au collégial en question : une analyse des injustices interactionnelles, distributives et procédurales dans l’accès aux programmes universitaires contingentés au Québec. The Canadian Journal of Higher Education/La Revue canadienne d’enseignement supérieur, 56(1), 55-70.