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Analysis of institutional authors

Berlanga, VanesaAuthorCorti, FrancieleCorresponding Author

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April 12, 2025
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Impact of scholarships on university academic performance: a comparative analysis of students with and without scholarships

Publicated to: Frontiers In Education. 10 1554073- - 2025-03-14 10(), DOI: 10.3389/feduc.2025.1554073

Authors:

Berlanga, V; Corti, F
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Affiliations

CEU Univ, Univ Abat Oliba CEU, Dept Educ & Humanities, Barcelona, Spain - Author

Abstract

Within the framework of the European Higher Education Area (EHEA), university scholarships have become a key tool to guarantee equity and inclusion in higher education. These policies seek to reduce the socioeconomic barriers faced by students and to promote their access, permanence, and academic success. This study focuses on analyzing the impact of scholarships on the academic performance, continuity, and graduation of students at the Universitat Abat Oliba CEU in Spain during the period 2020-2024. Based on a descriptive-comparative design and using an institutional database with information on 6,295 students, the differences between the groups with and without scholarships are examined. The variables analyzed include demographic, academic and performance data, such as cumulative grade point average, credits enrolled, presented, and passed, and success and achievement rates. The analysis was performed using advanced statistical tools to identify relevant patterns and trends. The results show that students with scholarships not only access university more frequently, but also perform better on key indicators, such as success rate and achievement rate, compared to students without scholarships. These findings reinforce the role of scholarships as a determinant of academic success, although they also reveal inequalities in the performance of non- scholarship students, suggesting the need for additional interventions. This study provides relevant empirical evidence for the design and evaluation of educational policies that seek to promote more inclusive higher education and equity. It also highlights the importance of implementing complementary support strategies to ensure the academic success of all students, regardless of their socioeconomic status.
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Keywords

Academic achievementEducational equityEducational policieEducational policiesHigher educationUniversity scholarships

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal FRONTIERS IN EDUCATION due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2025, it was in position 215/762, thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education & Educational Research. Notably, the journal is positioned en el Cuartil Q2 para la agencia Scopus (SJR) en la categoría Education.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-03:

  • Scopus: 1
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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-03:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 85.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 90 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 17.
  • The number of mentions on the social network X (formerly Twitter): 1 (Altmetric).
  • The number of mentions in news outlets: 2 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
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Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Berlanga Silvente, Vanesa) and Last Author (CORTI, FRANCIELE).

the author responsible for correspondence tasks has been CORTI, FRANCIELE.

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Awards linked to the item

We would like to acknowledge the support of Universitat Abat Oliba CEU, CEU Universities, in the processes of this research.
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