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This paper discusses Pierre Bourdieu's multi-faceted understanding of the higher education process by considering the evolution of this domain since the end of the 1970s both in France and England. Following a brief review of Bourdieu's main interpretations of higher education, several theoretical shifts in his thought and practice over time are identified that have sought to accommodate the rapid changes that have occurred in the higher education sector in recent years. This theoretical repositioning is used to reflect on ideas of homological reasoning advanced by Bourdieu and others, and their limitations in the cross-national comparative exercise. Using the findings of her own comparative study of the evolution of the French and English higher education sectors, the author tests some of the conceptual tools developed by Bourdieu mainly during the 1960s and 1970s, and discusses claims for their universal validity. [ABSTRACT FROM AUTHOR]