Research evaluation within the framework of accreditation: the case of Nicaragua

Abstract

Talking about quality in Higher Education implies talking about research, which is the subject of evaluation in accreditation processes. Latin American universities have focused more on teaching, so research is a major challenge, which has been addressed through public policies. Research evaluation has been developed primarily through metric studies, using bibliometric indicators; however, these are considered limited in their capacity to assess quality. Accreditation agencies include research as an element of evaluation, highlighting among the indicators: regulations, resources, results, and coordination with teaching. In Nicaragua, a legal framework focused on evaluation, accreditation, and continuous improvement has been created. Research is included as part of the evaluation, which has generated significant progress in research management, although it remains an opportunity for improvement regarding quality. The purpose of this essay is to analyze research quality assessment systems in the context of Latin American accreditation agencies and compare the assessment systems with those established in Nicaragua through the processes established by the CNEA.