PERCEPTIONS OF THE UNIVERSITY COMMUNITY REGARDING ADMISSION TO HIGHER EDUCATION THROUGH MEDALS IN SCIENTIFIC OLYMPIADSAbstract
This study focuses on the Scientific Olympiad admission program at the University of Campinas (Unicamp), Brazil, which offers access to higher education through awards obtained in academic competitions. The article explores the perceptions of incoming students, professors, and program coordinators regarding this admission pathway. To this end, an exploratory qualitative study was conducted using semi-structured interviews, analyzed through the Collective Subject Discourse (CSD) method. The findings indicate a favorable evaluation of both the program and its participants, suggesting promising prospects in this direction. The originality of this study lies in the contemporaneity of the investigated facts, which is what makes the results relevant for planning institutional actions.
Keywords:
affirmative action; diversity; giftedness.
Resumo
O objeto deste estudo é o programa Vagas Olímpicas da Universidade Estadual de Campinas, Brasil, que consiste no acesso ao ensino superior por premiações em competições de conhecimento. Este artigo explora as percepções dos ingressantes, professores e coordenadores sobre esse programa. Para tanto, foi delineada uma pesquisa qualitativa exploratória com entrevistas semiestruturadas, as quais foram analisadas pelo Discurso do Sujeito Coletivo. Os resultados apontam para uma avaliação favorável às Vagas Olímpicas e a seus ingressantes, o que perspectivas promissoras nessa direção. A originalidade deste estudo está na atualidade dos fatos investigados, o que torna os resultados relevantes para o planejamento de ações institucionais.
Palavras-chave:
ação afirmativa; diversidade; superdotação.
Resumen
El objeto de este estudio es el programa Vacantes Olímpicas de la Universidad Estadual de Campinas (Unicamp), Brasil, que facilita el acceso a la educación superior mediante premios en concursos de conocimientos. Este artículo explora las percepciones de participantes, profesores y coordinadores sobre el programa. Para ello, se llevó a cabo un estudio cualitativo exploratorio con entrevistas semiestructuradas, analizadas por el Discurso del Sujeto Colectivo. Los principales resultados fueron unánimemente favorables a las Vacantes Olímpicas y a sus entrantes, lo que implica perspectivas prometedoras en esa dirección. La originalidad de este estudio está en la actualidad de los hechos investigados, lo que hace relevantes los resultados para la planificación de acciones institucionales.
Palabras-clave:
acción afirmativa; diversidad; superdotación.
1 INTRODUCTION
The objective of this study is to explore the perceptions of students, professors, and academic coordinators regarding the Scientific Olympiad Admission program at the University of Campinas (Unicamp), which constitutes a pathway to admission into public higher education through scores obtained in Scientific Olympiads.
Scientific Olympiads are knowledge-based competitions composed of theoretical and practical exams aimed at students in basic and higher education. These events are held worldwide and may occur at regional, state, national, and international levels. Their main objectives include promoting ethical and healthy competition, identifying talent, encouraging entry into scientific and technological careers, and fostering social inclusion through access to knowledge. In Brazil, Scientific Olympiads gained prominence in the 1990, with the purpose of making a contribution to the country’s educational development (Silva, 2016; Coelho, 2017).
In addition to stimulating scientific and intellectual skills, these competitions engage various competencies and help develop persistence, motivation, and curiosity, factors that are essential for students' academic and personal growth (Marega Junior, 2016). Aranha (2019) and Marques (2013) describe behaviors commonly observed in medalists that are highly valued by both academia and industry: a strong interest in science and challenges; self-directed learning; wide ranging intellectual curiosity; rigorous study routines; collaboration in mentoring other participants; involvement in exam development and event organization; and a genuine sense of satisfaction in others’ success.
Awards received in scientific Olympiads have increasingly facilitated access to prestigious universities around the world, encouraging students to plan their academic futures abroad, not only because of academic challenges, but also due to financial incentives, such as scholarships offered in strong currencies (Costa, 2012; Marques, 2013). The lack of academic stimulation and challenges for high achieving students has drawn the attention of Brazilian Higher Education Institutions (HEIs), prompting the creation of alternative admission pathways for medalists as a means to help mitigate this issue (Marques, 2013).
As an affirmative action policy aimed at reducing the emigration of medalists and attracting more high-performing students, public universities in the state of São Paulo, namely, the University of Campinas (Unicamp), the University of São Paulo (USP), and the São Paulo State University “Júlio de Mesquita Filho” (Unesp), introduced an undergraduate admission modality based on students’ performance in scientific Olympiads as a classification criterion (Alves Fior, 2021, 2022; Marques; Queiroz, 2018). Since 2018, these institutions have published calls for applications that allocate specific spots to students awarded in academic competitions (Ribeiro, 2019).
According to the São Paulo Research Foundation (Fapesp), this initiative is unprecedented in Brazil and serves as an incentive for students with this profile (Aranha, 2019; Marques; Queiroz, 2018). This admission pathway has the potential to attract candidates who, despite achieving excellent results in knowledge-based Olympiads, do not perform well on traditional standardized exams. Known as underachievers (Ourofino; Fleith, 2011; Tentes; Fleith, 2014), these talented students may not excel in the conventional school system or in exams derived from it, but they can produce above-average results when truly motivated, such as during preparation for Olympiads or the competitions themselves.
Other undergraduate admission pathways at Unicamp include the traditional entrance examination, the National High School Exam (Enem) admission process, the São Paulo State Serial Entrance Exam (Provão Paulista), and the Indigenous Entrance Exam (Vestibular Indígena) (Comvest, 2025). Medal-winning candidates may apply through more than one modality, provided there are no conflicts between the rules of the respective programs.
An admission pathway exclusively designed for medalists may suggest that Unicamp is allocating a specific quota of seats for the most talented students. Unicamp began implementing its affirmative action policy in 2017, with the approval of racial quotas for black students. Since then, diversity has become a central pillar in its student retention policies, bringing attention to the knowledge and experiences of black, indigenous, and quilombola communities, as well as transgender individuals and people with disabilities, as subjects of institutional interest (Ribeiro, Mesquita, Lima, 2022). In that same year, Unicamp was a pioneer in approving the enhancement of the medalbased admission policy, which would be officially implemented starting in 2019 (Unicamp, 2017).
Brazilian HEIs possess administrative autonomy, guaranteed by the National Education Guidelines and Framework Law (LDB), to establish and revise their statutes and regulations, as well as to design their own selection processes (Brazil, 1996). Based on the LDB and the provisions established in Unicamp’s 2017 resolution, the university annually publishes the “Call for Applications for Admission to Undergraduate Programs through Knowledge Olympiads and Scientific Competitions,” among other notices, outlining the specific criteria for this pathway (Unicamp, 2018, 2019, 2020, 2021, 2022).
Out of the 66 undergraduate programs offered at Unicamp in 2022, 19 (28.79%) provided seats through the Scientific Olympiad Admission program, a number that may vary from year to year. The maximum number of seats authorized for this admission pathway corresponds to 10% of the total seats in each program (Comvest, 2022). The entire selection process is conducted online, which increases accessibility for candidates from different regions of the country.
The number of applicants for the Scientific Olympiad Admission program has grown annually (Table 1), and although the number of available seats has also increased, the applicant-to-seat ratio continues to rise (Comvest, 2022).
After the attraction and admission of medalists, no records were found of specific measures dedicated to the prevention of their attrition (Della Corteet al., 2022; Mianehsazet al., 2022; Pacheco; Tete; Monsueto, 2024). Nevertheless, in 2022 the first cohort of students admitted through this pathway completed their degrees, and the question that motivated the present study was: “What is currently known about Unicamp’s Scientific Olympiad Admission program"?
The data produced may prove valuable to high-school students who wish to obtain information about this route to higher education, to universities that intend to launch analogous programs, and to Unicamp itself. Although the sample was local, restricted to a single institution, the results display the potential for generalization and therefore possess scientific relevance.
This article derives from the first author’s master’s thesis, “Gifted or dedicated? A characterization of students who enter university through medals in scientific olympiads”, approved by the Research Ethics Committee (REC) under opinion no. 5.101.899 and deposited in the UNESP institutional repository. The data can be provided upon request to the first author, in accordance with Unicamp’s Confidentiality and Non-Disclosure Agreement.
This study is aligned with the United Nations (UN) Sustainable Development Goals (SDGs), indirectly with SDG 3 “Good health and well-being” and SDG 10 “Reduced inequalities,” and directly with SDG 4 “Quality education,” as outlined in the Incheon Declaration (UNESCO, 2015). This declaration establishes action frameworks for implementation through 2030, in order to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.
The next sections present the methodology, data analysis and discussion, and final considerations.
2 METHODOLOGY
In order to meet the objective of investigating the perceptions of students, professors, and course coordinators regarding Unicamp’s Scientific Olympiad Admission program, a qualitative, exploratory, and descriptive field study was conducted. The research employed a multiple case study design and used semi-structured interviews for data collection.
Twenty individuals participated in the study: seven students, six professors, and seven course coordinators. Each of the seven students who agreed to be interviewed was asked to nominate one professor, and subsequently, the coordinators of their respective programs were invited to participate. One professor withdrew during the process, and their data were excluded. The original research design also included participation from the Student Support Service (SAE); however, no staff members agreed to be interviewed.
Between 2019 and 2022, a total of 205 students were admitted through the Scientific Olympiad Admission program. As of october 24, 2022, 45 of them had withdrawn their enrollment (Table 2), leaving 160 enrolled students. The seven interviewees therefore represent 4.37% of the total remaining population.
Distribution of Scientific Olympiad Admission program entrants by gender and enrollment status, Unicamp, as of october 24, 2022
As of 2022, Unicamp had 1,728 faculty members distributed across 66 undergraduate programs. In the 19 programs that had adopted the Scientific Olympiad Admission pathway, there were 834 professors. The six professors interviewed represent 0.35% of the university’s total faculty and 0.72% of the faculty in the units participated in the program. The seven interviewed coordinators represent 36.84% of the programs offering Scientific Olympiad Admission and 10.61% of all undergraduate programs at Unicamp.
All interviews were conducted online due to public health restrictions during the COVID-19 pandemic (Mendez; Mahler; Taquette, 2021). After transcription, the interviews were analyzed using the CSD method, which consists of procedures for organizing discourse data in order to highlight what is common among the individual testimonies (Lefèvre, F.; Lefèvre, A., 2014; Zermiani et al., 2021). The final text is written in the first person singular and reflects a socially shared opinion voiced by a fictional composite speaker, so that the synthesized discourse may be attributed to any of the participants (De Moraes; Lefèvre; Gallo, 2020; Lefèvre, F.; Lefèvre, A., 2014).
3 DATA ANALYSIS AND DISCUSSION
The perceptions of students, professors, and course coordinators regarding the Scientific Olympiad Admission program were investigated through three interview questions, and their responses are organized in Tables 3, 4, and 5. These responses provided data on the general context in which the students are situated and revealed that the perceptions of faculty and students are largely aligned, with the exception of unmet student needs, such as post-admission support and cognitive challenges (Table 5).
Question 1: How did you learn about the admission pathway to Unicamp through medals in Scientific Olympiads, known as Scientific Olympiad Admission? Unicamp, 2022
Question 3: What is your opinion about the Scientific Olympiad Admission program? Unicamp, 2022
It was expected that coordinators would be more familiar with the program and that professors would have more specific information about the students. However, this expectation was not confirmed. The perceptions of coordinators and professors proved to be quite similar, a finding also observed in the study by Al-Naim, Abunaser, and Al-Naim (2023). The authors concluded that this similarity in perception results from the overlap between the roles and responsibilities of professors and coordinators.
New entrants were informed about the Scientific Olympiad Admission program in their high schools and within the olympiad community; however, it cannot be confirmed whether this outreach reached the other students.
Faculty members became aware of the program when they served as undergraduate course coordinators; attended meetings within their academic units; represented their units at Comvest; sat on the academic board; or worked in olympiad activities. Those who did not participate in these roles discovered the program through conversations with students who disclosed having been admitted via this pathway and, in the last instance, when they were invited to participate in this study. It is still unclear whether the rest of the faculty members had access to any information about the program. Therefore, it can be inferred that, up to the date of the interviews, no institution-wide communication had been implemented to inform the entire university community about the program. This finding suggests either barriers to the internal flow of information or, at a deeper level, the need for an effective intramural dissemination strategy that engages all stakeholders.
In Table 4, the professors’ answers generated a dual CSD, as two collective voices emerged: one that knew little about the program and another that knew it very well.
In Table 4, the CSD of the students indicates that the program, in addition to attracting talented individuals to Unicamp, encourages student participation in olympiads. The professors’ CSD reports that knowledge of the program emerged indirectly, through information “picked up in the air”, although official details are available through institutional channels. The coordinators’ CSD points to limited dissemination of the program but defends selection based on Olympiad achievements rather than traditional entrance exams and expresses the desire for increased participation by medalists, as not all seats are filled.
The interviews made it possible to capture how the Scientific Olympiad Admission program has been evaluated by faculty, and the optimism present in the accounts imparted a positive tone to the discourse, which was unanimously favorable to this admission pathway. Nonetheless, the coordinators’ CSD, presented in Table 5, reveals concern that students admitted through Olympiads may lack the broad and diversified academic background of those admitted via entrance examinations. The professors’ CSD included the criticism that the Scientific Olympiad Admission program might be perceived as either a privilege or a quota system for medalists.
While quotas are intended to promote social equity and redress by offering access to public higher education for those who might otherwise be excluded (Ribeiro; Mesquita; Lima, 2022), Scientific Olympiad Admission can be viewed as an opportunity for students whose performance in one or more knowledge areas exceeds that of their peers, yet who may not succeed in standardized exams such as ENEM or traditional entrance processes, as is often the case for underachievers.
In Table 5, the professors’ CSD notes that while the interest of medalists in Olympiads may have secured their admission to Unicamp, it does not necessarily guarantee future academic success. This concern is echoed in the coordinators’ CSD, which reports that medalist students tend to stand out during their first year, but by the end of the program, their performance tends to converge with that of their peers. This phenomenon warrants further investigation to determine whether the academic outcomes of medalists decline over time, or if the performance of non-medalist students improves, and why.
If there are medalist underachievers, university level education, as it is currently structured, may not offer the same motivational elements that once led these olympiad champions to excel. Recognizing the multifaceted nature of school failure among gifted students is, therefore, essential for designing educational policies that foster more effective interventions and support systems (Raoof et al., 2024).
Regarding the type of school attended, the students’ CSD estimates that 80% of admitted medalists come from private schools, suggesting that the program may be elitist. This perception is supported by Menezes, Pereira, and Theodoro (2021), who conducted a study involving 48 medalists from the Brazilian Olympiad in Informatics (OBI) and found that 83.30% were from private institutions, despite the fact that, nationwide, 80.90% of students are enrolled in public schools. The same CSD observes that some public schools are beginning to prioritize participation in olympiads. As a result, instead of preparing for entrance exams, students can dedicate themselves to studying for the olympiads that align with their interests.
Given that scientific olympiads are open to the entire population but currently concentrate a greater number of medalists from private schools, one way to pursue equity at its root cause would be to expand the participation of public school students. This is a complex phenomenon involving multiple factors and may require various forms of intervention. At the same time, the very existence of the Scientific Olympiad Admission program may act as a disruptive force within the current landscape, potentially mobilizing students from public schools.
Spontaneously, the students’ CSD (Table 5) brought forward suggestions for improving the program, such as expanding the number of universities that offer this pathway, increasing the number of available seats, and broadening the range of accepted medals. Students also called for post admission support and noted that many of those admitted already have mastery of content covered in early undergraduate courses. Additionally, they warned that many accepted medalists aim to study at universities abroad. According to Aranha (2019) and Marques (2013), preventing the academic migration of medalists was one of the motivations that led brazilian HEIs to create programs like Scientific Olympiad Admission.
The study by Pacheco, Tete, and Monsueto (2024) confirms that maintaining student motivation and satisfaction is a common concern among all HEIs. In the brazilian universities examined, 43 different retention actions were identified; however, none were specifically designed for students with high abilities or giftedness. Given that support needs are individual and may change over time, mentoring programs, where each medalist is paired with a mentor, may yield surprising results, as reported by Della Corte et al. (2022) and Mianehsaz et al. (2022).
In the analysis of responses about the program, as presented in Tables 4 and 5, the three participant groups described characteristics of admitted students that align with Renzulli (2004), model of Giftedness or High Abilities (G/HA), above average ability, task commitment, and creativity. These traits suggest identification of G/HA through provision (Alves Fior, 2021, 2022; Renzulli; Reis, 2022; Vieira, 2014), since both the preparation for olympiad exams and participation in the competitions themselves require such behaviors.
4 FINAL CONSIDERATIONS
This study was driven by the need to gather qualitative data on the Scientific Olympiad Admission program at Unicamp and aimed to explore the perceptions of incoming students, professors, and program coordinators regarding the initiative.
The findings suggest that the program has been successful and has sparked the interest of new applicants. Students express enthusiasm about having earned a place at Unicamp and feel recognized for their dedication to learning and their participation in olympiads. Faculty members report being impressed by the academic performance of these students and express positive expectations for the future of the program.
However, although the current scenario appears favorable for attracting medalist students to higher education, institutional policies and strategies specifically designed to promote academic inclusion and retention of these students through graduation are not yet well established. For instance, there is a lack of targeted mentoring or tutoring programs that would allow for systematic monitoring of these students and the development of a knowledge base regarding their academic trajectories.
Unanimously favorable perceptions of the Scientific Olympiad Admission program may reflect enthusiasm bias, which could obscure important issues related to meeting the educational needs of medalist students in higher education. Therefore, it is necessary to go beyond first impressions.
Medalists have always been admitted to Unicamp through conventional selection processes, but when identified as individuals with G/HA), they may access Special Education services under the framework of Inclusive Education. If medals are considered indicators of G/HA, providing immediate support to these students becomes feasible; however, this does not ensure that all G/HA students will be recognized. As a result, inequality persists, as some G/HA students may remain invisible throughout the course of their studies if a comprehensive policy for identifying this population is not in place.
Among the limitations of this study, the period of Emergency Remote Teaching (ERT) during the COVID-19 pandemic affected human interactions and, consequently, the interviewees' perceptions of people. A methodological limitation was also observed in the use of the CSD method, which may have disregarded individual specificities in favor of the collective narrative. Furthermore, the SAE was selected to represent administrative staff, but none of its members agreed to participate. Although considered a limitation, this refusal is itself a valid response.
Given the result that the majority of medalists come from private schools, further investigation is needed to understand this phenomenon and to propose actions aimed at increasing the participation of public schools. Longitudinal studies may provide valuable data on trends, associations, and relationships between variables. Future research is recommended to identify the reasons why students admitted through the Scientific Olympiad Admission program tend to stand out at the beginning of their courses but are later perceived to perform similarly to their peers. Further studies should also explore additional indicators of G/HA within this population.
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Translated by: Lesy Editorial lesyeditorial@gmail.com
Data availability
The contents are available. The following URL provides access to the data underlying the article’s text: https://repositorio.unesp.br/entities/publication/342e0d45-3de2- 4b39-a4f6-d5197d60c42f
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