Access and equity in higher education in Indonesia: A Case Study into the Role of Social Factors for Low SES Students

Summary

This dissertation explores access and equity in higher education, with a focus on students from low socioeconomic backgrounds. It takes a comprehensive approach involving various stakeholders, including students, lecturers, and support staff. The research emphasizes the vital role of family support and the impact of lecturers on students' educational journeys.

Key findings highlight the importance of a multi-level intervention approach, involving teachers, peers, administrative staff, and financial aid providers, alongside students' own efforts. The study expands the range of stakeholders involved, identifying additional actors providing essential support. It emphasizes the dual role of family support, showing it can either facilitate or hinder access to higher education. The research underscores the significance of local governments in providing practical support. It addresses a gap by focusing on a developing country, Indonesia, shedding light on the role of social factors and tailored support programs.

The study offers valuable insights for policy and practice, advocating for strengthened financial aid, academic support programs, and standardized guidelines. It also emphasizes the need for family engagement, teacher training, and community collaboration. Additionally, it suggests innovative teaching styles to cater to students from low socioeconomic backgrounds. The research underscores the role of local governments in providing crucial resources. Ultimately, this dissertation contributes to the global goal (SDG 4) of ensuring quality education for all, particularly for students with low socioeconomic status.