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Colombia

Purpose

The Research Groups Assessment Model (Modelo de Medición de Grupos) in Colombia combines both formative and summative assessment approaches to evaluate research groups based on the quantity and quality of their outputs. The model ranks research groups within each knowledge field. While it does not have direct funding implications, it holds significant reputational value.

In the Research Group Assessment Model, individual researcher categorization also features, serving both as a reference criterion in group classifications and as a parallel focus of evaluation. While the model uses individual researcher status as one input in assessing research groups, it also provides a framework for the individual evaluation and (re)classification of researchers, based on their scholarly production, mentorship activities, and academic training over a defined period  (the component is known as the ‘Recognition of Researchers of the National Science, Technology and Innovation System’). Classification results of individual assessments often have reputational consequences for researchers’ careers.

The Research Groups Assessment serves multiple purposes in Colombia: gathering comprehensive data on research activities in Colombia, fostering competition among research groups, and setting quality standards for research performance.

Governance

The Research Groups Assessment is managed by the Colombian Ministry of Science, Technology, and Innovation (Minciencias). Participation in the assessment is incentivised.

Operation of the exercise

The focus of the Research Groups Assessment includes scholarly outputs, societal interaction and number of PhD/MA/BA graduates. It also focuses on the performance of individuals.

The units of assessment are research groups and individual researchers.

Year of Introduction
1991

Census period
2-3 years

Governance agency(s)
Colombian Ministry of Science, Technology, and Innovation (Minciencias)

Purpose
Statistics and Overview of Research Activity Organisational Learning and Strategic Development

Unit of Assessment
Units within the organisation:
Research groups
Individual Researchers


Focus of Assessment
Scholarly Outputs
Societal Interaction
Other – Number of PhD/MA/BA graduates

The Research Groups Assessment primarily uses bibliometric indicators, combined with a formula-based approach to assess research groups. The methodology for measuring research groups consists of classifying them into categories A1, A, B and C.

Key evaluation dimensions include:

  • New Generation of Knowledge: 
    • Articles: Number of articles published in journals with an Impact Factor or SJR
    • Books: Number of books with a threshold number of citations in Google Scholar
    • Patents: Number of patents or intellectual property generated
  • Innovation and Technological Development:
    • Consultancy for industries: Number of consultancy projects conducted for business sector
    • Prototypes, pilot projects, software: Number of products developed and used by industry
    • Laws and norms: Number of laws proposed with academic support from the research group
  • Human Resources Formation:
    • Number of PhD holders: Number of PhD graduates mentored by the research group
    • Number of Master’s holders: Same as above for Master’s degree graduates
    • Number of Bachelor’s holders: Same as above for Bachelor’s degree graduates
  • Social Appropriation of Knowledge Products:
    • Public Communication of Science: Number of products with the intention of communicate science
    • Citizen Science: Number of Citizen Science initiatives supported by the group.

Additionally, the main assessment is based on the Group Indicator (Ind.Grupo), which is a weighted sum of eight indices: 

Ind.Grupo=3.7×Nc.Top+2.3×Nc.A+0.4×Nc.B+1.5×AP+0.5×DPC+1.0×Fr.A+0.2×Fr.B+0.1×Cohe+0.3×Coop

Where:

  • Nc.Top: Top-tier research products
  •  Nc.A & Nc.B: Type A & B research products
  • AP: Social Appropriation of Knowledge Products
  • DPC: Public Dissemination of Science Products
  • Fr.A & Fr.B: Training Activities in Science, Technology, and Innovation (STI)
  • Cohe: Cohesion Index
  • Coop: Cooperation Index

The weighting of research products is not based on the number of authors; instead, the normalisation process is applied using the natural logarithm.

History, reviews and evaluations

Launched in 1991, the Research Groups Assessment initially followed a qualitative approach. Inspired by Brazil’s development of the CvLattes system, Colombia adapted a similar system in the early 2000s to quantitatively monitor the performance of research groups. The current assessment strategy was formalised in 2013, with adjustments made in subsequent years.

Key Developments

2002-2010

  • Synthetic indices similar to those used in social sciences were introduced to evaluate research groups
  • The ScientiCol Index was created as a weighted sum of multiple performance indicators:

– NC (New Knowledge)
– NCA (New Knowledge A)
– F (Training)
– D (Dissemination)

  • Statistical thresholds were established using the formula Q3 + 1.5(Q3 – Q1)
  • Research product weighting was initially based on the number of authors
  • Research group categories (A1, A, B, C, D) were assigned based on the ScientiCol Index and the group’s longevity.

2010-2011

  • Formal definition of a research group: the model established eight minimum criteria that a group must meet to be officially recognized. These include endorsement by an institution within the National Science, Technology, and Innovation System, having an active research project, and demonstrating a minimum level of research output, among others.
  • Classification of members based on their academic and research credentials: members are categorised as Senior, Associate, or Junior researchers depending on their educational background, minimum scientific production, and experience supervising undergraduate, master’s, or doctoral students.
  • Incorporation of new research outputs with specific criteria for validity and quality: the model now recognises more than 20 subtypes of research products, accommodating a wide variety of formats for knowledge dissemination. It also includes strategies for collaborative science with citizens and the private sector.
  • Introduction of weighted criteria for research outputs and differentiated observation windows: the model accounts for differences in quality based on the importance and reach of research outputs (local, national, or international). It also establishes different timeframes for evaluating their impact (e.g., patents evaluated over 10 years from its filing or approval, whereas an outreach booklet is evaluated over a 5-year window).

Since 2014, universities have been legally responsible for ensuring the accuracy of the information provided by their researchers to Minciencias. They must verify and provide supporting documentation for each research product listed by their research groups in the ScienTI information system.

Last updated: May 2025 

Acknowledgement: Information provided by Ana María Arango-Hoyos and Cesar Pallares.

Purpose

Decree 1279 of 2002 in Colombia regulates the salary system for public university professors. It is the main incentive for research in public universities. This system is a summative assessment model that evaluates individual merit and academic productivity using quantitative indicators. The decree establishes salary increases and bonuses that university professors can receive based on their performance in research activities by assigning points for scientific, technical, artistic, humanistic, and pedagogical outputs. For each academic paper (and other type of outputs) in journals assessed by Publindex, the researchers receive several points. Each point has a value in monetary terms, and it increases the monthly salary of the researcher.

Year of Introduction
2002

Census period
Annualy

Governance agency(s)
Colombian Ministry of Education (Mineducación)

Purpose
Funding allocation
Promotion of individual researchers

Unit of Assessment
Individual researchers


Focus of Assessment
Performance of individuals 

Governance

According to the Decree 1279 of 2002, participation in the assessment is mandatory and is managed by the Ministry of Education (Mineducación). Implementation is carried out by public universities via their Internal Committee for Assignment and Recognition of Points (CIARP), who act under the oversight of Mineducación, following pre-defined and published criteria set out nationally. Universities are granted autonomy to develop their own internal guidelines and procedures for recognizing scientific production and assigning points.

Operation of the exercise


The focus of the assessment under Decree 1279 of 2002 is on the performance of individuals, with particular emphasis on scholarly outputs.

The Decree 1279 of 2002, assesses at the level of individual researchers..

The assessment of individual researchers within Decree 1279 of 2002 is based on quantitative data and indicators, which are used to evaluate academic productivity and performance. For each academic paper (and other type of outputs) in journals assessed by Publindex, the researchers receive several points.

History, reviews and evaluations

The assessment system under the Decree 1279 has remained unchanged since its implementation in 2002 and it is currently in the process of being updated.

Last updated: May 2025 

Acknowledgement: Information provided by Ana María Arango-Hoyos and Cesar Pallares.

Purpose

The High Quality Accreditation Model in Colombia is a quality assurance system that combines both formative and summative assessments, focusing on the quality and accountability of universities and academic programs. This model evaluates various quality-related factors, including institutional development, continuous improvement, academic processes, and the contributions of research to the environment.

The accreditation of universities and academic programs was first introduced in 1992.

The assessment process consists of an institutional self-assessment, an external evaluation by academic peers, and the issuance of a report by the National Accreditation Council (CNA), which certifies the institution’s capacity to provide high-level education. 

The High Quality Accreditation is open permanently upon request from institutions. Accreditation certifications can be granted for periods of 4, 6, 8, or 10 years, with 10 years being the maximum accreditation period.

Year of Introduction
1992

Census period
4-10 Years

Governance agency(s)
National Accreditation Council (CNA)

Purpose
Organizational Learning and Strategic Development Accreditation

Unit of Assessment
The organization as a whole
Disciplines across organization


Focus of Assessment
Scholarly Outputs
Societal interaction
Competitive Grants
Organisational performance

Governance

In Colombia, the National Accreditation Council (CNA) oversees the High Quality Accreditation Model. While initial participation is formally voluntary (incentivised in practice) for institutions seeking accreditation, once granted (for a period of 4, 6, 8, or 10 years, depending on the accreditation granted), self-assessment and evaluation become mandatory. This model applies to both public and private higher education institutions.

Operation of the exercise

The focus of the research evaluation component of the High Quality Accreditation Model includes the assessment of scholarly outputs, societal interaction and organisational performance.

The High Quality Accreditation Model in Colombia encompasses the assessment of both the institution as a whole and the disciplines across the organisation (academic programs) to determine whether they meet the required standards for accreditation.

The High Quality Accreditation model of higher education institutions is based on informed peer review, where external experts from other Colombian institutions assess universities and academic programs, taking into account quantitative indicators.

According to guidelines of CNA, the contributions of research, innovation, technological development and creation are evaluated in two ways: a) The development of policies and strategies related to the insertion of students in scientific processes and b) The results of academic, research, technological development, innovation and creation production.

The accreditation process considers several key research-related indicators, including:

  • The number of research products (articles and books) produced by professors, based on the criteria set by the Ministry of Science, Technology, and Innovation
  • The number of research projects conducted
  • The number of software applications developed by professors
  • The number of technological and innovative outcomes achieved by professors
  • The number of third-mission projects carried out by the university
  • The number of socially relevant science products developed
  • The number of projects aligned with prioritized research fields
  • The number of courses offered in research methodology
  • The number of research groups recognized by the Colombian Ministry of Science, Technology, and Innovation.

History, reviews and evaluations

The main changes in research evaluation are outlined in the National Council of Higher Education (CESU) Agreement 02 of 2020, which redefines the high quality of programs and institutions. It now includes aspects of performance such as ‘achieved accomplishments and generated impacts’.  To adopt a more flexible approach to the accreditation process, Draft Agreement 01 of 2025, led by Mineducación (Ministry of Education), CESU (National Council of Higher Education) and CNA, aims to update the high-quality accreditation model. The statement emphasizes the need for CNA to evolve its research assessment model to focus more on:

• Each institution’s specific lines of research, ideally aligned with its broader institutional mission in research, teaching, and outreach.

• The diverse forms of research outputs produced by an institution, including those that emerge from research training processes, such as student-authored publications developed through Master’s and PhD programs.

• The societal impact of research, encouraging institutions to adopt qualitative and context-sensitive indicators that reflect the transformative effects of their knowledge production on society.

 This document suggests that accreditation should align with institutional actions, the results obtained, the impacts generated, and the coherence with the institutional missions, context, and capacity for transformation and adaptation of each institution (El Observatorio de la Universidad Colombiana, May 2, 2024). 

Last updated: May 2025 

Acknowledgement: Information provided by Ana María Arango-Hoyos and Cesar Pallares.

Colombia

Number of Systems
3
Name of System(s)
Research Groups Assessment Model
Decreto 1279 de 2002
High Quality Accreditation Model
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