Ask most college administrators how they define access and they would probably reply "inclusive opportunity." Ask most college faculty how they would identify a benchmark of success and they would probably reply "critical thinking skills." Indeed, our traditional notions of educational access and success tend to be either numerically delineated, "the number of entering or graduating students" or characterized as producing rationally oriented "leaders" and "citizens".
Cress, Christine M., "Defining a Service-Learning Pedagogy of Access and Success" (2006). Service Learning, General. 212.