New doctor: Megawanti

The study focuses on Indonesia, providing a unique perspective on a developing country. The research underscores the role of various stakeholders, including family, teachers, mentor, administrative staff, and local governments, in supporting students with low SES background by providing emosional, informational and instrumental support. It identifies the dual role of family support, emphasizing collaboration among schools, teachers, and families. The study highlights the significant impact of local governments in providing practical support but acknowledges variations due to decentralization policies. The research suggests interventions from multiple stakeholders, including teachers, peers, administrative staff, lecturers, and financial aid staff, to enhance access and equity. The dissertation's implications for policy and practice include strengthening financial aid programs, establishing academic support initiatives, emphasizing family engagement, and promoting attractive teaching styles. It also calls for future studies to consider the impact of the COVID-19 pandemic on higher education access and equity. Overall, the dissertation contributes to achieving Sustainable Development Goal 4 by providing insights into factors affecting access and equity in higher education for students with low SES. It aims to inform policymakers and guide the design of inclusive policies and interventions to ensure quality education for all.

The challenge of access and equity in higher education is still a global issue. Students from low socioeconomic backgrounds, rural areas, mature students, students with disabilities, those with children, and those in vulnerable conditions, need more support. Policies and practices must be in place to support these students, and research is vital to improve overall support. If you have questions about the research or want to read more in the dissertation or plan to do further research (or collaboration) on this topic, please send an email to m.wanti85@gmail.com.