Impact of the "salary scholarship" impact profile and student achievement
DOI:
https://doi.org/10.7203/relieve.19.2.2654Keywords:
Prácticas docentes, Formación profesional, Países en vía de desarrollo, Instrucción frontal, Método clase global, Formación en servicio, Método activo
Abstract
In Spain, within the framework of the Strategy 2015, the implementation of scholarships, grants and wages especially adapted to the new situation of the European Higher Education, intended to ensure access to university education to those most disadvantaged social groups economically. This research makes an ex post facto, descriptive-comparative aimed at assessing the impact of the grant salary, as an economic factor, on equity, access and academic performance in the first year of college. The study was conducted with a total of 10,394 new students in the 2010-11 cohort at the University of Barcelona, from the database from the institution itself. A total of 642 students agreed to grant salary, with differences depending on the branch of knowledge, gender, and the path to college. In relation to their peers, scholarship students come from families with occupations and / or study less, so scholarships model contributes to equity in access. In relation to performance analysis, scholarship students enrolled and present, on average, a larger number of subjects in order to meet the academic requirements for scholarship renewal, but the results are final academic in several branches knowledge, influenced negatively. One possible explanation is the largest academic pressure of this group in a phase usually complicated: the transition to college
Author Biographies
Vanesa Berlanga, Universidad de Barcelona
Pilar Figuera, Universidad de Barcelona
Ernest Pons, epons@ub.edu)
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