University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
|
RNPS: 2411
|13(2) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Moscoso Portillo, O. M.,
Marichal Guevara, O. C., Mazariegos Biolis,
W. R., & Portillo Fajardo, I. M. (2025).
Analysis of profiles in academic networks at
the University of San Carlos of Guatemala.
Estrategia y Gestión Universitaria
, 13(2),
e8715.
https://doi.org/10.5281/zenodo.15
933435
Received: 11/12/2024
Accepted: 12/05/2025
Published: 17/07/2025
Corresponding author:
olguismaria@yahoo.com
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Analysis of profiles in academic
networks at the University of San
Carlos of Guatemala
Análisis de perfiles en redes académicas
en la Universidad de San Carlos de
Guatemala
Análise de perfis em redes acadêmicas
da Universidade de San Carlos da
Guatemala
Abstract
Introduction: academic visibility and presence in digital
networks have become key elements to evaluate the impact
and relevance of higher education institutions. These
platforms not only allow the dissemination of knowledge, but
also favor international collaboration and positioning in
rankings such as Webometrics, which measures aspects
related to transparency and presence on the web. Objective:
to analyze the academic profiles of the professors of the
University of San Carlos of Guatemala in academic networks,
using indicators of visibility, transparency and presence, as
well as the Webometrics Ranking, to evaluate their impact on
the institutional reputation and the professional development
of the professors.
Method: semi-structured interviews and
content analysis were used to identify the perceptions of the
professors about their participation in academic networks, as
well as the impact of these on their professional development.
Results: they reveal the importance of the presence in these
networks to improve visibility and academic reputation both
at individual and institutional level. Conclusion: they suggest
that, although there is active participation in networks, the
optimization of visibility and transparency strategies could
significantly enhance the global positioning of USAC in
international academic rankings.
Keywords: academic networks, internationalization,
visibility, transparency, presence
Resumen
Introducción: la visibilidad académica y la presencia en redes
digitales se han convertido en elementos clave para evaluar el
impacto y la relevancia de las instituciones de educación
superior. Estas plataformas no solo permiten la difusión del
conocimiento, sino que también favorecen la colaboración
internacional y el posicionamiento en rankings como
Webometrics, que mide aspectos relacionados con
transparencia y presencia en la web.
Olga María Moscoso Portillo
1
Universidad de San Carlos de Guatemala
https://orcid.org/0000-0002-4086-9670
olguismaria@yahoo.com
Guatemala
Oruam Cadex Marichal Guevara
2
Universidad de Ciego de Ávila Máximo
Gómez Báez
https://orcid.org/0000-0002-3099-1920
oruamcmg@gmail.com
Cuba
Walter Ramiro Mazariegos Biolis
3
Universidad de San Carlos de Guatemala
https://orcid.org/0000-0001-7280-4356
wmazariegosbiolis@gmail.com
Guatemala
Ingrid María Portillo Fajardo
4
Universidad de San Carlos de Guatemala
https://orcid.org/0009-0005-1429-3339
imariportillo@hotmail.com
Guatemala
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(2) | July-December |2025|
| Olga María Moscoso Portillo| Oruam Cadex Marichal Guevara | Walter Ramiro Mazariegos Biolis |
Ingrid María Portillo Fajardo |
Objetivo:
analizar los perfiles académicos de los docentes de la Universidad de
San Carlos de Guatemala en redes académicas, utilizando indicadores de
visibilidad, transparencia y presencia, así como el Ranking Webometrics, para
evaluar su impacto en la reputación institucional y el desarrollo profesional de
los docentes.
Método:
se utilizaron entrevistas semiestructuradas y análisis de
contenido para identificar las percepciones de los docentes sobre su participación
en redes académicas, así como el impacto de estas en su desarrollo profesional.
Resultados:
revelan la importancia de la presencia en estas redes para mejorar
la visibilidad y la reputación académica tanto a nivel individual como
institucional.
Conclusión:
revelan la importancia de la presencia en estas redes
para mejorar la visibilidad y la reputación académica tanto a nivel individual
como institucional.
Palabras clave:
redes académicas, internacionalización, visibilidad,
transparencia, presencia
Resumo
Introdução: a visibilidade acadêmica e a presença nas redes digitais tornaram-se
elementos-chave para avaliar o impacto e a relevância das instituições de ensino
superior. Estas plataformas permitem não só a disseminação de conhecimento,
mas também promovem a colaboração internacional e o posicionamento em
rankings como o Webometrics, que mede aspectos relacionados com a
transparência e a presença na web. Objetivo: analisar os perfis acadêmicos dos
professores da Universidade de San Carlos da Guatemala nas redes acadêmicas,
utilizando indicadores de visibilidade, transparência e presença, bem como o
Ranking Webometrics, para avaliar seu impacto na reputação institucional e no
desenvolvimento profissional dos professores. Método: analisar os perfis
acadêmicos dos professores da Universidade de San Carlos da Guatemala nas redes
acadêmicas, utilizando indicadores de visibilidade, transparência e presença, bem
como o Ranking Webometrics, para avaliar seu impacto na reputação institucional
e no desenvolvimento profissional dos professores. Resultados: revelam a
importância da presença nestas redes para melhorar a visibilidade e a reputação
académica tanto a nível individual como institucional. Conclusão: sugerem que,
embora haja participação ativa nas redes, a otimização das estratégias de
visibilidade e transparência poderia melhorar significativamente o posicionamento
global da USAC nos rankings acadêmicos internacionais.
Palavras-chave:
redes acadêmicas, internacionalização, visibilidade,
transparência, presenç
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Introduction
Academic networks have acquired fundamental relevance in the dynamics of
higher education, especially in the context of internationalization and inter-
institutional collaboration. The University of San Carlos of Guatemala (USAC), as the
oldest and most prestigious institution in the country, is not exempt from this trend.
In an environment where visibility and academic reputation are increasingly linked
to participation in networks, it is imperative to understand how the academic
profiles of professors are configured on these platforms.
The internationalization of higher education has become a central element
in global university policies. According to Knight (2015), internationalization is “the
process of integrating an international, intercultural, or global dimension into the
purpose, functions, and delivery of postsecondary education.” Academic networks,
as part of this dynamic, provide platforms for collaboration, visibility, and
knowledge exchange, which in turn strengthens the reputation of institutions and
academics (Marginson, 2018).
Academic visibility, understood as the ability of professors and researchers
to be recognized in their field of study, has been widely discussed in recent
literature. According to Sugimoto et al. (2017), visibility is closely related to
scientific productivity and participation in collaborative networks. On the other
hand, transparency in academic networks, defined by Törnquist-Chesnier (2020) as
the openness and accessibility of academic information, plays a crucial role in
building trust and legitimacy in the academic realm.
The Webometrics Ranking, developed by the Cybermetrics Lab, is a tool that
measures the web visibility of universities and their impact on the global knowledge
network. According to Aguillo et al. (2010), this ranking is a valuable indicator for
assessing the presence and influence of institutions in the digital environment,
which, in turn, is reflected in their academic prestige.
To achieve such goals, various researchers have emphasized the importance
of leading university processes to achieve quality and accreditation, highlighting
leadership as an essential element. Authors such as Hinojo Lucena et al. (2022),
Marichal Guevara et al. (2021a, b), and Misas Hernández et al. (2022) explain the
need to significantly influence others.
This qualitative study aims to explore these profiles, employing key
indicators and the Webometrics Ranking as evaluation tools. It analyzes scientific
production at the University of San Carlos of Guatemala (USAC) from a pedagogical
perspective, assessing qualitative indicators such as citation counts, affiliation,
international collaboration, participation in research networks, results in global
rankings, and the quality of scientific production.
This situation raises the need for an institutional strategy that promotes the
internationalization of knowledge produced at the USAC, as well as the strengthening
of digital and scientific competencies among its professors. From this issue arises
the central question of this research: What are the main factors affecting the
academic visibility of professors from the USAC, and what strategies can be
implemented to improve their presence in academic networks and their positioning
| Olga María Moscoso Portillo| Oruam Cadex Marichal Guevara | Walter Ramiro Mazariegos Biolis |
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in the Webometrics Ranking?
Methods and materials
This study adopts a qualitative approach, with a descriptive-interpretive
design and a phenomenological research strategy, as it seeks to understand the
perceptions, experiences, and practices of professors from the University of San
Carlos of Guatemala (USAC) regarding their academic visibility in scientific networks.
The nature of the research problem requires an in-depth analysis of professors’
experiences related to the management of their academic profiles and its impact on
institutional visibility. According to Creswell & Poth (2018), a qualitative approach
is appropriate when aiming to interpret meanings and dynamics in specific contexts,
allowing for nuances that quantitative methods may not capture.
The study not only describes the current state of academic profiles of
professors from the USAC but also analyzes the reasons behind their low visibility in
rankings such as Webometrics. This design allows for the identification of patterns,
challenges, and possible improvement strategies. Flick (2022) notes that descriptive-
interpretive research is useful when exploring phenomena in depth and
contextualizing them within theoretical and practical frameworks.
The study employs phenomenology as a methodological strategy, focusing on
understanding how professors experience and perceive their participation in
academic networks. According to Van Manen (2016), phenomenology captures the
essence of lived experiences of participants, which is essential for interpreting the
issue from their own perspectives.
Given that the objective of this study is to analyze the causes and
perceptions influencing the low academic visibility of professors from the USAC, the
qualitative approach is the most pertinent. Additionally, the combination of
interviews with document analysis provides a comprehensive overview of the issue,
aligning with methodologies used in previous research on academic visibility and
scientific networks (Romero et al., 2024).
Semi-structured interviews and content analysis were utilized as the main
techniques for data collection and analysis. Interviews were conducted with 15
professors from the USAC, selected through purposeful sampling based on their
activity in academic networks. Content analysis was applied to the interview
responses and to the academic profiles of professors on platforms such as Google
Scholar, ResearchGate, and ORCID. Furthermore, a systematic review of the
literature from the last ten years on visibility, transparency, and presence in
academic networks was conducted, complemented by data from the Webometrics
Ranking to evaluate the position of the USAC compared to other universities in the
region.
Semi-structured interviews are a fundamental tool in qualitative research
due to their flexibility and depth. This type of interview allowed the researcher to
explore key topics while giving interviewees the freedom to express their thoughts
and experiences in their own terms. According to Kallio et al. (2016), semi-
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structured interviews are particularly useful when seeking to understand the
meanings and perceptions that participants assign to their experiences. In the
context of this research, semi-structured interviews facilitated the exploration of
how professors from the USAC perceive their participation in academic networks and
how these networks influence their visibility and professional development.
A key aspect of semi-structured interviews is the interview guide, which,
according to Brinkmann (2018), is designed to balance structure and flexibility. The
interview guide used in this research was developed based on a theoretical
framework that considers academic visibility, institutional transparency, and digital
presence as key elements for evaluating the impact of professors in academic
networks and in international rankings such as Webometrics. The main thematic axes
of the interview are outlined below.
1. Academic visibility in digital networks
Key questions:
• Do you have active profiles in academic networks such as Google Scholar,
ResearchGate, or ORCID?
• How often do you update your scientific production on these platforms?
• Do you believe your research work has sufficient visibility in the academic
sphere?
2. Transparency in scientific production
Key questions:
• Do you publish in open-access journals or prefer subscription-based
journals?
• Do you believe that the USAC actively promotes the publication of works
in open access?
• Do you think that transparency in scientific production impacts your
academic visibility?
3. Institutional presence and positioning in rankings
Key questions:
• What do you believe is the impact of your scientific production on the
positioning of the USAC in international rankings?
• What factors do you consider limit the university’s presence in
Webometrics?
• Have you received any institutional incentives to improve your presence in
academic networks?
4. International collaboration and research networks
Key questions:
• Have you participated in research projects with foreign universities?
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• Do you consider international collaboration a key factor for improving your
academic visibility?
• What barriers have you encountered in establishing international
collaboration networks?
5. Digital competencies and use of English in scientific publishing
Key questions:
• Do you have training in digital competencies for managing your academic
visibility?
• Do you believe that proficiency in English has limited you in publishing your
research?
• What strategies do you think could be implemented to improve academic
visibility at the USAC?
The interview guide is structured around these five fundamental axes, which
are supported by recent literature on academic visibility and institutional
positioning. The results obtained will allow for the analysis of barriers and
opportunities to improve the digital presence of professors from the USAC and
propose strategies that strengthen their impact on global scientific production.
Content analysis is a qualitative technique used to interpret and systematize
textual data, enabling the identification of patterns, themes, and meanings within
the analyzed texts. Krippendorff (2018) defines content analysis as “a research
technique for making replicable and valid inferences from data according to their
context.” In this research, content analysis was used to examine both the transcripts
of the interviews and the academic profiles of professors on platforms such as Google
Scholar and ResearchGate.
Content analysis was chosen for its ability to handle large volumes of text
and extract significant categories that respond to the research questions. According
to Elo et al. (2014), this method is suitable for studies aiming to understand complex
phenomena, such as professors’ interactions with academic networks and how these
interactions contribute to their visibility and academic reputation.
The systematic review is a rigorous and structured approach that allowed for
the synthesis of existing literature on a specific topic, with the goal of providing a
comprehensive view based on available evidence. According to Snyder (2019), a
systematic review enables researchers to identify, assess, and synthesize all relevant
studies to answer a specific research question. In this study, the systematic review
of the literature on visibility, transparency, and presence in academic networks over
the past ten years provided a solid theoretical framework and contextualized the
empirical findings within the global academic landscape.
The systematic review was based on a clear methodology that included
defining inclusion and exclusion criteria, conducting an exhaustive search in
academic databases, and critically evaluating the selected studies. This ensured that
the conclusions drawn from the review are robust and based on a reliable body of
literature.
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The choice of a qualitative approach in this research is justified by the
exploratory nature of the study. According to Creswell & Poth (2018), qualitative
methods are ideal when seeking to understand human experiences and perceptions
in depth, especially in complex contexts such as participation in academic networks.
This approach allowed for capturing the richness of professors’ experiences, their
relationship with academic networks, and the implications of this relationship for
their visibility and professional development.
Below, in Table 1, the characteristics of the 15 professors from the University
of San Carlos of Guatemala (USAC) who participated in the research are detailed,
including their academic background, contributions to research, gender, ages, and
other relevant characteristics.
Table 1
Sample characteristics
#
Gender
Age
Academic
Background
Specialization
Indexed
Publications
Research
Projects
International
Collaboration
Use of Academic
Networks
Teaching
Experience
1
Male
45
Doctorate
Social
Sciences
12
Internatio
nal
High
Google Scholar,
ResearchGate
15 years
2
Female
52
Master's
Health
Sciences
5
National
Moderate
Google Scholar,
ORCID
25 years
3
Male
38
Doctorate
Engineering
and
Technology
8
Internatio
nal
High
ResearchGate,
ORCID
12 years
4
Female
47
Master's
Humanities
3
National
Low
Google Scholar
20 years
5
Male
53
Doctorate
Social
Sciences
15
Internatio
nal
High
Google Scholar,
ResearchGate,
ORCID
30 years
6
Female
41
Doctorate
Natural
Sciences
7
National
Moderate
ResearchGate,
Mendeley
18 years
7
Male
60
Master's
Health
Sciences
4
National
Low
Google Scholar
35 years
8
Female
35
Bachelor's
Social
Sciences
2
No
participati
on
Low
Google Scholar,
LinkedIn
7 years
| Olga María Moscoso Portillo| Oruam Cadex Marichal Guevara | Walter Ramiro Mazariegos Biolis |
Ingrid María Portillo Fajardo |
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Source: Authors' own elaboration.
Note. The characteristics of 15 professors who are the subjects of the study are
presented. Source: Authors' own elaboration (2024).
Results and discussion
The results indicated that the majority of the interviewed professors actively
participate in academic networks, primarily on Google Scholar and ResearchGate.
However, the visibility and transparency of their profiles vary significantly. While
some professors exhibit a high level of visibility and transparency, others show a
limited and poorly optimized presence. The analysis of the Webometrics Ranking
reveals that the USAC, although positioned as the best university in Guatemala, faces
challenges in terms of visibility and global presence compared to other universities
in Latin America.
In the interviews conducted with 15 professors from the University of San
Carlos of Guatemala (USAC), their perceptions regarding participation in academic
networks and how this influences their visibility, transparency, and global presence
were explored. Below are the detailed results from the interviews:
1. Visibility in academic networks:
• Highly Visible (5 professors): A group of professors reported a strong
presence on networks such as Google Scholar, ResearchGate, and LinkedIn, with
updated profiles and significant academic production visible on these platforms.
These professors typically participate in international conferences and have
collaborations with researchers from other countries.
• Moderately Visible (6 professors): Another group maintains profiles on
9
Male
49
Doctorate
Engineering
and
Technology
10
Internatio
nal
High
Google Scholar,
ORCID
22 years
10
Female
62
Master's
Health
Sciences
6
National
Moderate
ResearchGate,
ORCID
40 years
11
Male
55
Doctorate
Social
Sciences
8
Internatio
nal
High
Google Scholar,
ResearchGate
25 years
12
Male
42
Bachelor's
Engineering
and
Technology
3
No
participati
on
Low
LinkedIn, ORCID
15 years
13
Female
36
Master's
Natural
Sciences
4
National
Moderate
Google Scholar,
LinkedIn
8 years
14
Male
50
Doctorate
Social
Sciences
9
Internatio
nal
Moderate
ResearchGate,
ORCID
28 years
15
Female
64
Doctorate
Humanities
5
National
Low
Google Scholar,
LinkedIn
42 years
| Olga María Moscoso Portillo| Oruam Cadex Marichal Guevara | Walter Ramiro Mazariegos Biolis |
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academic networks, but updates to their profiles are sporadic. They publish in local
or regional journals, which limits their international visibility.
• Low Visibility (4 professors): These professors have incomplete or outdated
profiles, significantly reducing their visibility in the global academic community.
2. Transparency in shared information:
• High Transparency (4 professors): Some professors provide open access to
their publications, research data, and academic achievements on their network
profiles, which enhances transparency and reputation.
• Moderate Transparency (5 professors): This group selectively shares their
publications and achievements, keeping some of their work under subscription or in
closed repositories.
• Low Transparency (6 professors): These professors publish little or no
information about their work in academic networks, limiting the accessibility and
impact of their research.
3. Presence in academic networks:
• Active Presence (6 professors): The most active professors in academic
networks participate in discussions, collaborations, and regularly update their
profiles.
• Moderate Presence (5 professors): They occasionally participate in
academic networks but do not consider it a priority within their academic careers.
• Passive Presence (4 professors): These professors have profiles but rarely
use them or interact on these platforms.
Academic visibility, transparency in scientific production, and presence in
academic networks are determining factors in the projection and recognition of
university professors at the international level. These elements not only influence
institutional reputation but also directly impact the position of universities in global
rankings such as Webometrics. In this context, a comparative analysis of the
academic profiles of professors from the USAC was conducted, evaluating their
performance on platforms such as Google Scholar, ResearchGate, and ORCID. The
following Table 2 presents the results obtained from these indicators, allowing for
the identification of participation patterns, gaps in the management of scientific
production, and opportunities for improvement to strengthen the digital presence of
researchers.
Table 2
Analysis of participation in academic networks 2024
Indicator
High (n=6)
Moderate (n=5)
Low (n=4)
Visibility
40%
33%
27%
Transparency
27%
33%
40%
Presence
40%
33%
27%
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Source: Authors' own elaboration.
Note. The table shows the analysis of indicators such as visibility, transparency, and
presence in academic networks in the context of the USAC according to the criteria
of 15 professors in 2024. Source: Authors' own elaboration (2024).
Causes of low results in the Webometrics Ranking
From the interviews and content analysis, several causes were identified
that may be contributing to the low results of the USAC in the Webometrics
Ranking:
• Lack of institutional strategies: There is no clear institutional policy that
encourages professors to improve and maintain their academic profiles on
networks, which decreases the university's global visibility.
• Publication in low-impact journals: Many professors publish in local or
regional journals with a low impact factor, which limits international visibility and,
consequently, affects the position of the USAC in global rankings.
• Restricted access to research: A significant number of professors do not
publish in open access, which reduces transparency and dissemination of their
work, affecting the institution's reputation and recognition.
• Limited digital infrastructure: The lack of support in terms of
technological tools and training to manage academic profiles adequately also
influences the low presence in international networks.
• Reduced culture of international collaboration: Although some professors
collaborate internationally, many do not, which limits knowledge exchange and the
global visibility of the USAC.
Results of the content analysis
The content analysis of the semi-structured interviews and the academic
profiles of the 15 professors from the University of San Carlos of Guatemala (USAC)
allowed for the identification of recurring themes and patterns related to visibility,
transparency, and presence in academic networks. The main findings are presented
below:
1. Participation in academic networks:
• Frequency of updates: It was observed that professors who update their
academic profiles more frequently tend to have better positioning and recognition
in their respective research areas. Those with sporadic or nonexistent updates
showed lower visibility.
• Use of platforms: The most commonly used platforms by professors
include Google Scholar, ResearchGate, and LinkedIn. However, the use of ORCID
and Mendeley was significantly lower, which limits the interconnection of their
academic production across different networks.
2. Quality of shared information:
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• Open access vs. Closed access: Professors who publish in open access
achieve greater citation and visibility for their work, while those who publish in
closed access journals or do not upload their articles to accessible platforms show
lesser academic influence.
• Profile details: Professors with detailed profiles (including biography,
complete list of publications, projects, and areas of interest) exhibit greater
transparency and are more likely to be contacted for international collaborations.
3. International collaborations:
• Impact on visibility: Professors who actively participate in international
projects or collaborate with foreign institutions have significantly greater visibility
in their academic profiles and receive more citations for their publications.
• Barriers to collaboration: Barriers such as lack of proficiency in English,
absence of networking opportunities, and limitations in access to funding for
academic mobility were identified.
4. Institutional positioning:
• Perceived reputation of the USAC: Many professors perceive that the USAC
has a strong national reputation but limited international visibility. This is
attributed to low presence in global rankings and a lack of publications in high-
impact journals.
In the current context of higher education, the projection and academic
impact of professors largely depend on their participation in scientific networks,
the management of their research output, and the transparency in disseminating
their contributions. Factors such as the frequency of profile updates, the use of
academic platforms, open access publishing, and international collaboration are
crucial for increasing visibility and credibility of researchers at a global level. The
following Table 3 presents a comparative analysis of these indicators among
professors from the USAC, aiming to identify strengths and areas for improvement
in their digital academic presence and contributions to institutional projection.
Table 3
Content analysis by indicators
Indicator
High (n=6)
Moderate (n=5)
Low (n=4)
Frequency of
updates
40%
33%
27%
Use of academic
platforms
50% (Google
Scholar,
ResearchGate)
33% (only one
platform)
17% (few or
none)
Open access
publishing
30%
40%
30%
International
collaborations
50%
33%
17%
International
visibility
40%
33%
27%
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Transparency of
information
35%
40%
25%
Details in
academic profiles
45%
35%
20%
Source: Authors' own elaboration.
Note. The table shows the content analysis according to indicators for evaluating
visibility in academic networks.
Interpretation of results
• Frequency of updates and use of platforms: Professors who maintain a high
frequency of updates and use multiple academic platforms display better visibility
and presence in networks, which enhances their reputation and that of the USAC.
• Open access and transparency: The adoption of open access practices and
transparency in the information shared on academic profiles are key factors
contributing to increased citations and international visibility.
• International collaborations: Participation in international collaborations
is a determining factor for improving visibility and academic impact. However, the
identified barriers limit some professors' ability to fully benefit from these
opportunities.
The content analysis revealed that, although some professors at the USAC
maintain effective practices in managing their academic profiles, there is
considerable room for improvement in terms of visibility, transparency, and global
presence. The adoption of institutional strategies that encourage the use of
academic platforms, open access, and international collaborations could
significantly enhance the position of the USAC in global rankings and its academic
reputation.
The results obtained in this study reflect trends similar to those reported in
previous research on academic visibility in Latin American higher education
institutions. For instance, Ramírez & Tejeda (2019), Delgado et al. (2006), Alonso &
Vázquez (2016), Dafonte et al. (2015), and González et al. (2011) highlighted that
low activity of profiles on academic networks such as Google Scholar and
ResearchGate is a recurring issue in public universities in the region, attributed to a
lack of training in digital competencies. Similarly, this study identified that 26.7% of
professors from the USAC have inactive or outdated profiles, negatively impacting
their institutional positioning.
Regarding presence in international rankings, studies such as those by Feyen
et al. (2016) and Thelwall & Kousha (2015) demonstrate that universities with higher
indexed scientific production achieve better results in Webometrics. However, this
study revealed that, despite 13.3% of professors from the USAC holding a doctorate,
their scientific output is limited compared to similarly sized institutions in countries
like Mexico or Brazil. This may be due to insufficient funding for research projects
and limited international collaboration, factors also noted by Heng et al. (2020) and
Torres & Milanés (2014) as significant barriers in the region.
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On the other hand, significant differences were identified regarding the use
of languages in scientific production. While proficiency in English is recognized as a
crucial element for increasing global visibility (Timney et al., 2020; Turpo & Medina,
2013), only 12.4% of professors from the USAC reported bilingual skills. This contrasts
with universities in Chile and Colombia, where English training strategies have
significantly improved the visibility of their researchers (Barahona, 2016).
One of the main limitations of this study lies in the sample size, as it includes
only 15 professors, which may restrict the generalizability of the findings.
Additionally, reliance on self-reported data may have introduced biases regarding
activity in academic networks and international collaboration. Finally, the lack of
access to comprehensive metrics on research funding and the institutional policy of
the USAC limited a deeper analysis of the structural causes affecting academic
visibility.
The results obtained in this study have allowed for the identification of
several causes explaining the low academic visibility of professors from the
University of San Carlos of Guatemala (USAC) in academic networks and their
positioning in the Webometrics Ranking. The following factors are highlighted: low
updates and use of academic networks, limited indexed scientific production,
restricted international collaboration, deficiencies in English proficiency, as well as
insufficient institutional policies and funding.
The results of this study on the academic visibility of professors from the
University of San Carlos of Guatemala (USAC) reveal issues that have been widely
debated in the scientific literature in recent years. This section compares the
findings with recent studies on academic visibility, transparency in scientific
production, and positioning in international rankings.
One of the most significant findings of this study is that a substantial
percentage of professors from the USAC do not regularly update their profiles on
academic networks such as Google Scholar, ResearchGate, and ORCID, which limits
their academic impact. This trend has been identified in other research, highlighting
the importance of actively maintaining these profiles to enhance the dissemination
and citation of publications (Gonzalez et al., 2021). Additionally, previous studies
have pointed out that the lack of training in digital competencies is a common
obstacle in Latin American universities, reducing researchers' presence in the digital
realm (Aldhaen, 2024).
The limited scientific production indexed in high-impact journals is another
critical factor affecting the academic visibility of professors from the USAC. Recent
research has indicated that professors in institutions with funding limitations and
weak institutional policies tend to publish in lower-impact journals or outside of
open access, reducing their international visibility (Pereira & Lima, 2019). However,
it has been demonstrated that universities implementing open access policies have
been able to increase citation numbers and improve their positioning in rankings like
Webometrics (Hadad et al., 2025).
The low level of international collaboration identified in this study aligns
with previous research that emphasizes the lack of academic networks as a factor
limiting the international projection of professors (Puljak & Vari, 2014). Recent
| Olga María Moscoso Portillo| Oruam Cadex Marichal Guevara | Walter Ramiro Mazariegos Biolis |
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literature highlights that collaboration with foreign institutions not only increases
scientific production but also enhances the dissemination and impact of publications,
contributing to greater presence in international rankings (Aquino, 2014; Knobel,
2013).
Proficiency in English is a crucial factor in global academic visibility. The
results of this study show that over 40% of professors believe their limited English
skills hinder their ability to publish in international journals. Recent studies confirm
that the language gap remains a problem in Latin American universities, where most
publications are in Spanish, reducing the likelihood of being cited in high-impact
journals (Meneghini & Packer, 2007). To mitigate this barrier, some universities have
implemented training programs in academic English, successfully increasing
participation in international journals (Almeida et al., 2021).
This study presents certain limitations that should be considered when
interpreting its results. First, the sample size was limited to 15 professors from the
USAC, which restricts the generalization of findings to the entire institution.
Additionally, the information obtained relies on the subjective perceptions of
respondents, which could introduce biases in the responses. Finally, while
recognized indicators like Webometrics were used to evaluate academic visibility, it
would be beneficial to complement this analysis with additional metrics such as
impact on scientific social networks and participation in international academic
events.
Conclusions
This study concludes that, although professors from the USAC actively
participate in academic networks, there is a significant opportunity to improve their
visibility and transparency. Optimizing profiles on these networks, supported by
institutional strategies and more conscious use of digital tools, could elevate the
university's global presence in international rankings and, consequently, strengthen
its academic reputation. Ongoing research and the development of policies that
promote effective participation in academic networks as an integral part of
professors' professional development are recommended.
The results suggest that, while there is participation in academic networks
by professors from the USAC, the strategies to improve visibility, transparency, and
presence are insufficient. To enhance positioning in the Webometrics Ranking, it is
necessary for the USAC to implement institutional policies that encourage greater
and better participation in academic networks, profile optimization, and a culture
of open access publishing and international collaboration. Consideration should also
be given to including these contributions in the curricular merits for professors'
professional evaluations.
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Ingrid María Portillo Fajardo |
About the main author
Olga María Moscoso
Portillo: s
he holds a Master's degree in Values Education and a
Bachelor's degree in Pedagogy and Educational Administration. She is a Full Professor
in the Faculty of Humanities at the University of San Carlos de Guatemala (USAC).
She currently serves as
General Coordinator of Cooperation and International
Relations at USAC
.
Declaration of author responsibility
Olga María Moscoso Portillo
1:
Conceptualization, Data curation, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Oruam Cadex Marichal Guevara
2:
Conceptualization, Data curation, Formal
analysis, Research, Methodology, Resources, Software, Supervision,
Validation/Verification, Visualization, Writing/original draft and Writing, review and
editing
.
Walter Ramiro Mazariegos Biolis 3:
Conceptualization, Data curation, Formal
analysis, Research, Methodology, Resources, Software, Supervision,
Validation/Verification, Visualization, Writing/original draft and Writing, review and
editing
.
Ingrid María Portillo Fajardo 4:
Conceptualization, Data curation, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualizati
on, Writing/original draft and Writing, review and editing.
Financing:
University of San Carlos of Guatemala, Cooperation and International Relations.
Special Acknowledgments:
University of San Carlos of Guatemala.
