Advanced Diploma in Scientific and Academic Evaluation

The first module introduces the topic from a “contextual perspective” para analizar y describir el desarrollo de las actividades científico-tecnológicas en América Latina y el Caribe. Como clave interpretativa, se propone la noción de complejos científico-tecnológicos y académicos, la cual será fundamental para estructurar el resto del curso.

The notion of science and technology complexes was originally introduced by Enrique Oteiza in 1992. He emphasized that science and technology activities (STA), in the case of Argentina, are often poorly integrated with each other and with other sectors of society. He described the Argentine STA as a historical process of accumulation and de-accumulation, characterized by non-linear stages with fluctuations in the number of researchers, activities, and institutions, as well as in the capacities and resources allocated to the production of scientific knowledge. These stages also include conflicting traditions and internal dissonances. This critical approach by Oteiza allows for a more complex and contextualized understanding of the so-called National Science and Technology Systems in Latin America and the Caribbean.

We propose extending this analysis to what we will call national scientific-technological and academic complexes, understood as the conjunction of the scientific field and the university field. Based on Bourdieu's theory of social fields, we assert that both fields exhibit a high degree of autonomy, which generates tensions and critical problems. These complexes are characterized by an internal division that is reflected or materialized in unequal policies, regulations, institutional structures, practices, trajectories, representations, and identities/subjectivities, and in the consequent lack of synchronization between the two fields. It should be noted that this disconnection is not recent, but rather has roots that go back several decades in the history of the structuring of both fields in each country.

CLASS 1: Scientific and technological complexes: an interpretation based on statistical information

Conceptual summary of the class
In this first class, we aim to provide a comprehensive overview of the current state of science and technology in Latin America and the Caribbean. We will begin by analyzing national science and technology statistics from different countries, allowing us to identify both commonalities and significant disparities in the development of these fields. This comparative exercise will reveal not only the degree of progress in key areas such as knowledge production and technological innovation, but also persistent gaps in investment, infrastructure, and human resources. Recognizing these variations is crucial for understanding how the region's science and technology complexes are structured and the inequalities that permeate them, whether between countries, sectors, or specific disciplines.

The analysis will be based on historical data series that include key indicators such as the number of active researchers, levels of public and private funding, the production of indexed scientific publications, and patent registrations. This approach will allow us to identify trends over time, such as periods of expansion, stagnation, or decline in scientific and technological capabilities. In addition, we will explore less visible but equally relevant dynamics, such as the tensions arising from technological dependence and the influence of market-oriented development models. Through these statistics, we will be able to situate the region's scientific and technological activities within a global context, highlighting the specific challenges faced by Latin American and Caribbean countries in a highly competitive and unequal international science and technology system.

Finally, we will reflect on the implications of this scenario for the region's scientific, technological, and academic complexes, understood as socio-technical configurations deeply marked by histories of accumulation and de-accumulation, according to Enrique Oteiza's conceptual framework. This analysis will highlight the tensions between the scientific and academic fields, as well as the challenges posed by the lack of synchronization between them. In doing so, we will lay the groundwork for a more critical and situated understanding of knowledge production processes in the region, addressing not only structural inequalities but also the opportunities that arise from the diversity of local experiences and knowledge. This initial integrative approach will provide essential analytical tools for the subsequent debates and analyses in the module.

CLASS 2: The academic field: the university in Latin America

Conceptual summary of the class
In this second class, we will focus our analysis on the academic field, exploring its general characteristics and particularities in Latin America and the Caribbean. Using quantitative and qualitative data, we will develop a diagnosis that allows us to understand the diversity of trajectories, structures, and practices that define the region's universities. This analysis will seek to highlight both the similarities and persistent inequalities in terms of access, resources, infrastructure, and educational quality. Statistics on enrollment, graduate programs, university research, and public funding will be essential to outlining a comprehensive overview of universities as key actors in national scientific, technological, and academic systems.

A central aspect will be examining the historical relationship between the academic and scientific fields in the region. Similar to other global contexts, in Latin America and the Caribbean, the scientific field emerged from the academic field. However, this foundational relationship has not guaranteed a solid articulation between the two fields, marking a significant structural difference in their development. Rather, their connection is often characterized by tensions, disconnections, and inequalities, which are reflected in aspects such as limited knowledge transfer, restricted interaction between universities and productive sectors, and the precariousness of research activities in many institutions. Understanding these dynamics will allow us to address the specific challenges of strengthening the integration between the academic and scientific fields.

Finally, we will reflect on how these particular characteristics of the academic field in the region influence the development of science and technology complexes. Universities are not only spaces for training and knowledge production, but also for the struggle and negotiation of power, resources, and legitimacy. In this sense, we will analyze how the lack of articulation between these two fields impacts public policies, university governance models, and internationalization strategies. This approach will allow us to contextualize the structural challenges that universities face, but also to identify opportunities to foster greater integration that strengthens their role in building more inclusive and robust national science and technology systems.

CLASE 3: El sistema académico mundial y los sistemas nacionales de categorización de investigadorxs y de clasificación de revistas científicas

Conceptual summary of the class
En esta última clase del módulo, nos enfocaremos en dos subsistemas clave que configuran los complejos científico-tecnológicos y académicos en América Latina y el Caribe: los sistemas nacionales de categorización de investigadorxs y de clasificación de revistas científico-académicas. Estas estructuras no solo regulan la dinámica interna de los campos científicos y académicos, sino que también actúan como dispositivos de legitimación y jerarquización dentro de la región. Analizaremos cómo estos subsistemas impactan en la carrera de los investigadorxs, en las estrategias editoriales de las revistas y en la distribución de recursos, explorando sus limitaciones y potencialidades. Además, reflexionaremos sobre cómo estas dinámicas responden a las tensiones entre lo local y lo global, particularmente frente a las exigencias de indexación en bases de datos internacionales que a menudo privilegian ciertos idiomas, disciplinas y paradigmas epistemológicos.

Este análisis será enriquecido mediante la noción de Sistema Académico Mundial, propuesta por Fernanda Beigel, que nos permitirá situar estos subsistemas en un marco más amplio. Este concepto evidencia una estructura desigual en la producción y circulación del conocimiento, dominada por un circuito “mainstream” o de corriente principal, históricamente consolidado. Según Beigel, esta configuración se sostiene en un triple principio de jerarquización: la lengua de publicación, la afiliación institucional y la disciplina. Profundizaremos en cómo estas jerarquías afectan a las regiones académicas periféricas, limitando su visibilidad y su capacidad de influir en los debates globales. Al mismo tiempo, discutiremos cómo los sistemas nacionales intentan mediar estas desigualdades, con distintos grados de éxito, dependiendo de las políticas locales y regionales.

Finalmente, reflexionaremos sobre las implicancias sociales y políticas de estos subsistemas para los complejos científico-tecnológicos y académicos. Si bien los sistemas de categorización de investigadores y clasificación de revistas buscan promover la calidad y la competitividad, también reproducen desigualdades estructurales al privilegiar ciertos estándares globales por encima de las necesidades y contextos locales. En este sentido, debatiremos alternativas que busquen una mayor inclusión y equidad, como el reconocimiento de saberes locales, la promoción de publicaciones multilingües y la creación de redes regionales que potencien la colaboración y la autonomía. Esta clase no solo cierra el módulo con un análisis crítico, sino que también abre la discusión sobre las transformaciones necesarias para construir sistemas de ciencia y tecnología más justos y contextualizados en la región.

The second module reflects on the topic from an “axiological perspective” to propose a new horizon in the structuring of the scientific-technological and academic complexes of Latin America and the Caribbean.

Having analyzed the characteristics of the region's scientific, technological, and academic complexes in their current state, we now propose to work on the interpretive framework from which we will evaluate the science and the university we aspire to for our countries. Our normative framework is open science, understood in a dual sense: on the one hand, as an alternative paradigm to the hegemonic one, and on the other, as a political horizon that structures and guides the processes of change or transformation in the social sphere of science and the university.

We define paradigm in the sense given to it by Thomas Kuhn^[1]who describes it as a set of beliefs, values, and techniques shared by a scientific community that guides research and data interpretation. Open science is thus presented as an emerging paradigm that challenges the hegemonic approach based on the accumulation of restricted knowledge and proposes a collaborative and accessible structure for knowledge generation.

On the other hand, we understand a political horizon as a vision that, beyond immediate and concrete objectives, acts as an inspiring guide, mobilizing and directing actions toward a desired future. This horizon is, in essence, unattainable in its entirety, but its potential lies in its capacity to foster transformative and critical practices, connecting representations and practices with a will for change situated in specific contexts. In this sense, open science acts as a political horizon that charts a roadmap toward greater democratization of knowledge and the active participation of diverse social sectors in the production and distribution of scientific results.

In this module, we will focus on three key aspects: i) The background that has created a favorable environment for the expansion of open science; ii) Open science in its regional expression, considering knowledge as a common good and science as a public good; iii) Non-commercial open access as a proposal originating in Latin America for the world. These three points allow us to glimpse how open science can redefine the purposes and mechanisms of knowledge production in our region, aligning itself with principles of inclusion, social justice, and cognitive sovereignty.

CLASE 1: “O inventamos o erramos”, la tradición latinoamericana: Reforma del 18, extensión universitaria y PLACTED

Conceptual summary of the class
Comenzaremos este módulo explorando y rescatando algunas de las experiencias surgidas en el continente que buscan repensar y transformar nuestras universidades, así como reconsiderar el papel y la función de las ciencias en los países de América Latina y el Caribe. En este contexto, el paradigma de la ciencia abierta se vincula estrechamente con la larga historia y tradición de pensamiento y acción en los mundos sociales de la educación superior y la ciencia en Nuestra América.

La frase de Simón Rodríguez, “O inventamos o erramos”, resuena como un llamado urgente en nuestra exploración. En un contexto de profundas desigualdades y retos estructurales, la invención de nuevas formas de pensar y hacer ciencia es indispensable para transformar la realidad de la región. La ciencia abierta encarna esta necesidad de innovación al proponer un modelo que desafía las lógicas tradicionales y promueve una mayor inclusión y justicia en la producción y distribución del conocimiento. Sin creatividad y compromiso con nuevas estrategias, el riesgo de perpetuar la dependencia y la desigualdad se mantiene latente.

La clase se centrará en dos antecedentes que consideramos fundamentales para entender el actual movimiento de la ciencia abierta en la región: la traducción de la extensión universitaria y el Pensamiento Latinoamericano en Ciencia, Tecnología, Desarrollo y Dependencia (PLACTED). El primero proporciona una perspectiva, una práctica y una orientación que han sido pioneras en definir la función social de nuestras universidades y que han moldeado su identidad a lo largo del tiempo. El segundo antecedente ofrece una visión original, situada y crítica sobre el papel de las ciencias en nuestros países, que enfrentan condiciones de dependencia y periferia, marcadas por profundas desigualdades que es necesario abordar. Además, invita a repensar el papel de las ciencias en los procesos de desarrollo y transformación social en la región, subrayando la importancia de un enfoque comprometido y contextualizado para superar dichos desafíos.

CLASS 2: “There is no change without a dream”: open science in Latin America and the Caribbean: scientific knowledge as a public and common good

Conceptual summary of the class
In this second class, we will address the topic of open science in Latin America and the Caribbean, highlighting the conception of scientific knowledge as a public and common good. Paulo Freire's phrase, "There is no change without a dream, just as there is no dream without hope," inspires us and reminds us that transforming the structures of knowledge production and distribution requires a shared vision, a collective dream that challenges the logics of exclusion and privatization that have characterized the hegemonic system of science.

During this session, we will analyze the foundations of open science as a movement and its development in Latin America and the Caribbean. We will discuss how the region has adopted and adapted this paradigm, connecting it to a history of struggle for the democratization of access to knowledge and social justice. We will examine how open science not only represents an alternative model for managing and disseminating knowledge, but also embodies a political vision that seeks to strengthen the cognitive sovereignty of our countries.

The class will focus on three main questions for reflection: How can we understand scientific knowledge as a public and common good, and what are its ethical and political implications? What experiences and strategies developed in the region exemplify the implementation of open science? What are the challenges and opportunities for expanding this approach in the context of structural inequalities in Latin America and the Caribbean?

Finally, we will reflect on the importance of dreaming and collectively building a future where knowledge serves everyone, reaffirming that without this shared dream, profound change is unattainable. This class will be a space to imagine, discuss, and plan practices and strategies that can make open science a pillar for equity and regional development.

CLASS 3: "Neither a carbon copy nor a mere imitation": Opening strategies in the case of Non-Commercial Open Access

Conceptual summary of the class
The third and final class of this module will explore the openness strategies developed by Latin America and the Caribbean, highlighting how the Non-Commercial Open Access model has emerged as an original response adapted to the needs and realities of our region. Inspired by José Carlos Mariátegui's call for the creation of local and contextualized solutions, we will analyze how the region has implemented innovative approaches to open knowledge.

During the class, we will review the concept of Non-Commercial Open Access, exploring how it differs from other access models and how it promotes a knowledge ecosystem that prioritizes the common good over commercial interests. We will discuss the motivations that led to its development and how it has been integrated into science and education policies in the region.

We will focus on three fundamental questions: What specific strategies have institutions in Latin America and the Caribbean adopted to implement Non-Commercial Open Access? What impact has this model had on the democratization of knowledge and equitable access? What challenges and opportunities does this approach face in a global context where commercial access models predominate?

Finally, we will reflect on the importance of creating situated strategies that are not merely reflections of foreign models, but rather responses that stem from our own realities and needs. This class will seek to consolidate the understanding of how a Non-Commercial Open Access approach can serve as a pillar for the development of a more inclusive and equitable science in the region.

^[1] Kuhn, T. (2013). The structure of scientific revolutionsFondo de Cultura Económica.

The third module addresses the topic from a critical perspective, allowing us to problematize those elements that are often unquestioned and taken for granted within scientific and academic evaluation processes. Throughout this module, we will analyze how evaluation mechanisms influence the production and dissemination of knowledge, and how these processes affect academic and institutional trajectories in our region.

According to Alfred Schutz, naturalization implies that everyday practices and concepts acquire a "given" or unquestionable character within the social world. In other words, what is assumed to be natural is actually the product of historical, social, and cultural constructions that become ingrained and integrated into common sense. In the world of scientific evaluation, this naturalization obscures power structures, underlying interests, and the implications that certain systems have on the dynamics of knowledge production. Expanding on this idea, Pierre Bourdieu proposes that critical work should consist of "questioning the unquestioned," unraveling the mechanisms by which social structures perpetuate inequalities and hierarchies under the guise of neutrality or inevitability.

This module is structured around critical questions that allow us to deconstruct widely accepted concepts rarely questioned by evaluators: What do we understand by scientific evaluation and what are the implications of its performativity? What is “scientific excellence” and how is it socially constructed? And what do we understand by academic trajectory and what elements influence its development? These structuring questions allow us to unravel how evaluation processes influence not only the measurement of science, but also how it is defined and practiced. By questioning the assumptions underlying evaluation, excellence, and trajectories, this module seeks to open a space for reflection and debate that contributes to imagining fairer and more equitable models for the future.

CLASS 1: What is scientific evaluation?: performativity, uses and criticisms

Conceptual summary of the class
The third class will focus on the idea of ​​academic trajectory, understanding it as a complex and multidimensional concept that encompasses not only measurable achievements, but also the contexts, opportunities, and barriers that shape the development of each researcher. Like the notion of “scientific excellence,” academic trajectory has been shaped by hegemonic evaluation systems, which prioritize certain ideal paths that reflect unique and exclusionary criteria.

In this sense, we will revisit the performative power of assessment to reflect on how metrics and quality standards not only describe but also prescribe specific academic trajectories. These systems favor those who fit into homogeneous models, neglecting divergent or nonlinear trajectories, such as those marked by disciplinary shifts, interruptions, or the prioritization of activities linked to local contexts.

The key question that will guide our discussion is: What do we mean by academic trajectory and how can we design assessments that recognize its diversity and complexity? From this question, we will examine the factors that influence the development of trajectories, such as geographical and academic mobility, integration into international networks, and the dynamics of exclusion that can restrict certain experiences while privileging others.

We will address how current narratives about academic "excellence" and "success" tend to be one-dimensional, ignoring the richness that diverse trajectories bring. To counter this perspective, we propose considering evaluation models that value the plurality of contributions and recognize the different ways in which scientific knowledge can have an impact, from the global to the local.

Furthermore, we will reflect on how these dynamics not only shape individual careers but also guide knowledge production. If assessment establishes ideals of excellence, then it also influences which topics, problems, and contexts are prioritized in research. Within this framework, we will ask: How can we envision and build assessment systems that foster fairer, more equitable, and more representative career paths that reflect academic diversity?

Finally, this class will serve as the module's conclusion, connecting the reflections from the three sessions. Scientific evaluation, excellence, and academic trajectories are intrinsically linked and form a system that defines not only what is considered valuable knowledge, but also who has access to producing it and under what conditions. Recognizing these interactions will allow us to propose alternatives that promote a more inclusive, pluralistic science committed to cognitive and social justice.
 

CLASS 2: What is scientific excellence?: quality, circulation of knowledge and systems of prestige

Conceptual summary of the class
In the second class, we will focus on the notion of “scientific excellence” and its central role in current evaluation systems. This concept, often considered objective and neutral, is deeply influenced by values, hierarchies, and criteria that reflect power dynamics and inequality. We will reflect on how scientific excellence is defined and validated, analyzing its relationship to research quality and the dominant parameters that govern the circulation of knowledge. In this process, we will also explore the symbolic economy involved: what resources and actors are mobilized to confer prestige, and how do these reinforce pre-existing inequalities?

The key question guiding our reflection will be: What do we understand by “scientific excellence,” and what are the implications of its definition in local and global contexts? Through this question, we will examine the mechanisms that confer prestige in academia, reviewing how these mechanisms contribute to perpetuating inequalities between hegemonic and peripheral centers of knowledge production. We will also address the risks of uncritically adopting international models that, although widely legitimized, often disregard the specificities and needs of local contexts, thus limiting epistemological and cultural diversity.

This class will open a space to recognize how the notion of scientific excellence not only organizes the processes of academic recognition but also influences research priorities and orientations. These priorities often translate into idealizations of what it means to be a “successful scientist”—frequently associated with international recognition and career trajectory—which poses fundamental challenges for imagining and building a more equitable, contextualized, and diverse scientific system.

CLASS 3: What is the academic trajectory?: mobility, integration and diversity

Conceptual summary of the class
The third class will focus on the idea of ​​academic trajectory, understanding it as a complex and multidimensional concept that encompasses not only measurable achievements, but also the contexts, opportunities, and barriers that shape the development of each researcher. Like the notion of “scientific excellence,” academic trajectory has been shaped by hegemonic evaluation systems, which prioritize certain ideal paths that reflect unique and exclusionary criteria.

In this sense, we will revisit the performative power of assessment to reflect on how metrics and quality standards not only describe but also prescribe specific academic trajectories. These systems favor those who fit into homogeneous models, neglecting divergent or nonlinear trajectories, such as those marked by disciplinary shifts, interruptions, or the prioritization of activities linked to local contexts.

The key question that will guide our discussion is: What do we mean by academic trajectory and how can we design assessments that recognize its diversity and complexity? From this question, we will examine the factors that influence the development of trajectories, such as geographical and academic mobility, integration into international networks, and the dynamics of exclusion that can restrict certain experiences while privileging others.

We will address how current narratives about academic "excellence" and "success" tend to be one-dimensional, ignoring the richness that diverse trajectories bring. To counter this perspective, we propose considering evaluation models that value the plurality of contributions and recognize the different ways in which scientific knowledge can have an impact, from the global to the local.

Furthermore, we will reflect on how these dynamics not only shape individual careers but also guide knowledge production. If assessment establishes ideals of excellence, then it also influences which topics, problems, and contexts are prioritized in research. Within this framework, we will ask: How can we envision and build assessment systems that foster fairer, more equitable, and more representative career paths that reflect academic diversity?

Finally, this class will serve as the module's conclusion, connecting the reflections from the three sessions. Scientific evaluation, excellence, and academic trajectories are intrinsically linked and form a system that defines not only what is considered valuable knowledge, but also who has access to producing it and under what conditions. Recognizing these interactions will allow us to propose alternatives that promote a more inclusive, pluralistic science committed to cognitive and social justice.

The fourth module invites us to approach the topic from a “methodological perspective”, with the aim of understanding the design and operational level of the evaluation process. This involves examining the set of decisions and tools that are involved in scientific and academic evaluation processes.

Evaluation is neither a neutral nor a purely objective process; it is imbued with assumptions, values, and priorities that influence both knowledge production and its social impact. Therefore, this module aims to critically analyze the dynamics underlying the metrics used in scientific evaluation, conceived as sociotechnical artifacts. Through this approach, it seeks to open a space for critical and constructive debate on the uses, abuses, and opportunities that these metrics represent.

En las ciencias sociales, el debate metodológico ha ocupado un lugar central, especialmente en torno a la relación entre los enfoques cuantitativos y cualitativos. Durante décadas, una falsa dicotomía entre ambos generó tensiones sobre cuál era el método "correcto" para investigar fenómenos sociales. Sin embargo, esta polarización ha sido superada mediante el reconocimiento de su complementariedad. En lugar de ser excluyentes, ambos enfoques aportan perspectivas únicas gracias a sus propósitos, énfasis y alcances específicos. Esta integración metodológica no solo enriquece el análisis, sino que permite abordar los fenómenos sociales desde una perspectiva más compleja y matizada. Recuperar estos aprendizajes resulta fundamental para superar las antinomias inconducentes que persisten en el ámbito de la evaluación científica y académica actual.

From the findings of the sociology of technology, the concept of interpretive flexibility is key to problematizing and analyzing bibliometric and scientometric metrics. Although these tools are often presented as objective, they are human constructs that reflect specific values ​​and interests. Both in their design and in their implementation and adoption, these metrics incorporate value judgments that can bias evaluative processes. Recognizing that they are not neutral implies questioning how they are configured and what power dynamics underpin them, enabling a critical analysis of their impact on the production and evaluation of scientific knowledge.

In this context, it is crucial to reflect on the ethical and responsible use of any evaluative methodology or tool. Trust in these tools should not lead to their fetishization or to reductionisms that negate human agency. Scientific and academic evaluation, as a practice mediated by human decisions, must be grounded in an ethic that guarantees its legitimacy and validity. Without this ethical commitment, evaluative tools cannot fulfill their purpose of fostering a fairer, more inclusive, and socially relevant science. Thus, the need to rethink the relationship between evaluation and social responsibility is underscored.

CLASE 1: El eterno retorno de lo mismo: debate cuanti-cuali

Conceptual summary of the class
En esta sesión inicial, abordaremos el histórico debate entre los métodos cuantitativos y cualitativos en la evaluación científica, prestando especial atención a los supuestos epistemológicos que sustentan cada uno. Mientras los enfoques cuantitativos tienden a privilegiar la medición objetiva y estandarizada de fenómenos, los cualitativos se enfocan en comprender significados, contextos y experiencias. Este contraste ha generado tensiones y jerarquías en el campo científico de las ciencias sociales en general y en el ámbito de la evaluación en particular. Puntualmente en este último, ha ocurrido que las métricas cuantitativas, como el número de citas o índices de impacto, suelen gozar de mayor legitimidad institucional debido a su aparente neutralidad. Sin embargo, esta supuesta objetividad no está exenta de problemas, ya que las métricas cuantitativas pueden simplificar fenómenos complejos y marginar dinámicas relevantes que no se ajustan a sus parámetros. Este análisis inicial nos permitirá reflexionar sobre cómo estas preferencias metodológicas reflejan valores y prioridades específicos en la construcción del conocimiento científico.

Además, es fundamental problematizar las limitaciones y prejuicios que enfrentan los métodos cualitativos en los procesos evaluativos. A menudo considerados como subjetivos, anecdóticos o menos rigurosos, los enfoques cualitativos han sido relegados a un segundo plano frente al predominio de métricas cuantitativas. No obstante, estos métodos poseen un valor único al capturar dimensiones idiosincráticas, narrativas y contextuales de los fenómenos evaluados, que frecuentemente pasan desapercibidos en los análisis cuantitativos. La percepción de debilidad de los métodos cualitativos no solo limita su integración en los procesos de evaluación, sino que perpetúa una visión incompleta del conocimiento científico de las ciencias sociales. Reconocer esta dinámica es un paso crucial para cuestionar las jerarquías implícitas y explorar cómo una mayor equidad metodológica puede enriquecer los procesos evaluativos.

Finalmente, esta clase busca desnaturalizar la dicotomía entre enfoques cuantitativos y cualitativos, promoviendo una integración metodológica que supere la falsa polarización entre ambos. Lejos de ser excluyentes, estos métodos pueden complementarse para ofrecer una visión más rica, inclusiva y matizada de los fenómenos evaluados. Por ejemplo, la combinación de métricas cuantitativas con análisis cualitativos permite no solo medir el impacto de un trabajo científico, sino también comprender el contexto y las dinámicas sociales que lo rodean. Este enfoque integrado no solo responde a las necesidades de una ciencia más compleja y situada, sino que también desafía las estructuras de poder que han sostenido la hegemonía de ciertas prácticas evaluativas. En este sentido, el objetivo de esta clase es sentar las bases para un análisis crítico de los procesos evaluativos, planteando preguntas que guiarán las reflexiones a lo largo del módulo.

CLASS 2: What are metrics really for?: criticisms and opportunities

Conceptual summary of the class
Metrics are fundamental tools in evaluation processes, but their design and use have generated significant tensions and controversies. In this class, we will analyze what these tools actually measure and, crucially, which dimensions of academic work are rendered invisible or excluded. Metrics, such as citations, impact factors, and rankings, are often valued for their ability to provide quantifiable and comparable data. However, this quantification is not without bias. Often, what is measured is not necessarily the most relevant, but rather what is easiest to record and categorize. This can lead to a partial view of academic value, where aspects such as innovation, social relevance, and interdisciplinary collaboration are dismissed in favor of more traditional indicators.

Examining the criticisms of these tools reveals the dangers of reductionism and fetishism in their use. Reductionism manifests itself when metrics simplify the complexity of academic work, translating it into figures that do not reflect its depth or real impact. Fetishism, on the other hand, occurs when metrics cease to be seen as instrumental means and become ends in themselves, dictating behaviors and priorities within the complex scientific, technological, and academic world. This phenomenon can perpetuate dynamics of exclusion, such as the marginalization of local knowledge or the undervaluation of research conducted in languages ​​other than English. At the same time, these tools can reinforce structural inequalities, privileging institutions and actors with greater resources or international visibility, while relegating contributions that challenge dominant norms.

However, metrics also offer opportunities if they are designed and implemented according to ethical and equitable criteria. Instead of perpetuating homogeneous and exclusionary models, they can be adapted to capture the diversity of academic practices and recognize dimensions that have traditionally been undervalued, such as social impact, Indigenous knowledge, and transdisciplinary collaborations. This approach requires a conceptual shift: moving away from understanding metrics as purely technical tools and recognizing them as sociotechnical artifacts that reflect values, priorities, and power dynamics. In this class, we will reflect on how to redesign metrics to promote more inclusive and contextualized evaluation, paving the way for a scientific field that values ​​not only individual excellence but also collaborative work committed to contemporary social challenges and needs.

CLASE 3: El fetichismo de la medición: usos responsables, justos y pertinentes

Conceptual summary of the class
The final class of this module addresses a crucial question: how can we ensure the ethical and responsible use of metrics in scientific evaluation? To answer this question, it is essential to analyze the phenomenon of measurement “fetishism,” which occurs when metrics cease to be seen as instrumental tools and become ends in themselves. This phenomenon not only distorts the original purpose of these tools but also undermines academic practices, fostering behaviors that prioritize the accumulation of indicators over the quality, social relevance, or social impact of knowledge. We will reflect on how this fetishism can lead to counterproductive dynamics, such as the pressure to publish in high-impact journals without considering the pertinence or relevance of the content, or the adoption of standardized metrics that do not reflect the diversity of academic and scientific contexts.

Within this framework, we will discuss how evaluation processes can be designed to avoid perpetuating structural inequalities and prioritizing easily quantifiable dimensions over other equally valuable ones. Traditional metrics, by focusing on indicators such as citations or impact factors, often obscure relevant contributions, such as impact on local communities, the generation of transdisciplinary knowledge, or the promotion of ethical values ​​in scientific and academic practice. Furthermore, these metrics frequently reinforce inequalities based on gender, language, and geography, benefiting researchers and institutions from privileged backgrounds. To counteract these dynamics, we will discuss the importance of incorporating criteria of equity, diversity, and social relevance into evaluation systems, ensuring that they are sensitive to the needs and realities of the various actors involved in the production of scientific knowledge.

In this context, it is crucial to reflect on the ethical and responsible use of any evaluative methodology or tool. Trust in these tools should not lead to their fetishization or to reductionisms that negate human agency. Scientific evaluation, as a practice mediated by human decisions, must be grounded in an ethic that guarantees its legitimacy and validity. Without this ethical commitment, evaluative tools cannot fulfill their purpose of fostering a fairer, more inclusive, and socially relevant science. Thus, the need to rethink the relationship between evaluation and social responsibility is underscored.

The fifth and final module proposes to address the topic from a “political perspective"In order to analyze the 'why' and 'for whom' of the production of scientific knowledge. This involves questioning the current and hegemonic mechanisms of knowledge production and exploring other possible products and recipients, integrating concrete examples and potential solutions. We start from the conviction that scientific and academic evaluation must align with the objectives and needs of our universities and scientific institutions, acting as a committed tool in resolving the problems and needs of our Latin American and Caribbean societies."

Currently, scientific-technological and academic complexes have become “paper-centric” spaces, where the motto “publish or perish” (publish or perishThis has become the central axis of their scientific ethos. The consequences of scientific productivism include the normalization of processes of exploitation and precarious employment, driven by the constant pressure to publish, which leads researchers to accept unstable working conditions for low wages. Furthermore, the increase in administrative tasks and bureaucratization generates a non-research workload; this overload affects both the physical and mental health of academics. These demands, which rarely align with scientific interests or the common good, also foster the commodification of scientific knowledge, prioritizing the quantity of publications over their quality or social relevance.

The impact of "paper-centrism" extends beyond these direct consequences. It is also linked to the fetishism of quantitative measurement, which imposes simplistic views of academic impact and leads to the invisibility of practices and products derived from scientific work that do not fit the dominant criteria. This reductionism limits the types of agents involved in the production and reception of knowledge, preventing more diverse and meaningful collaboration.

This module aims to explore and critically reflect on these challenges, considering alternatives that promote a more inclusive, fair, and service-oriented approach for communities, territories, and society at large.

CLASS 1: Entailment as an equivocal term: dispute around a polysemic and disputed category

Conceptual summary of the class
In the final module, we will begin by reviewing the category of linkage. We start from the diagnosis, based on the evaluated experience, the design of science policy instruments, and both local and international academic discussions, that it is an equivocal, ambiguous, polysemous concept that lends itself to controversy. Therefore, it is, above all, a category contested by diverse social groups with opposing interests and desires.

To historicize its development, deconstruct the meanings it has held, and identify the individuals and groups who claim it as their own are some of the purposes of this class. The importance of this term lies in the fact that it allows us to identify answers to the questions that structure this module: what for and for whom? Analyzing the meanings attributed to it offers a privileged perspective for understanding the directions that are being sought for science and universities.

Therefore, the category of linkage is fundamental in science policy, since it acts as a window to observe the uses and meanings that are intended to be given to science.

CLASS 2: Social impact, mobilization of scientific knowledge and extra-academic agents: outputs, outcomes and invisible agencies 

Conceptual summary of the class

Following on from the previous lesson, we will continue to delve deeper into the political components and concepts involved in the debates surrounding the transformation of scientific and academic evaluation. While the previous lesson focused on the modalities or formats of knowledge transmission and transfer channels, this lesson will focus on the products and effects derived from the processes of scientific knowledge production.

The classic and typical product of “scientific output” is the paper, but the issue doesn't stop there. The hegemony of the tandem formed by the paper, bibliometric indicators, and quantitative scientific evaluation processes has been established at the expense of making other products, artifacts, formats, relationships, and agents invisible, marginalized, or discouraged. The objective of this class is precisely to rescue these relegated objects and subjects in order to highlight the multiplicity of “externalities” generated by the processes of scientific knowledge production.

Identifying other formats and objects also leads us to explore the social links and actors to whom they are addressed, and with whom they are sometimes co-produced, shedding light on the diverse and complex processes of knowledge mobilization. This mobilization generates multiple effects that are frequently forgotten, ignored, or denied. Revisiting the discussion on knowledge mobilization and its relationship with non-academic agents also allows us to delve deeper into the contemporary concept of impact, which today is reduced to scientific impact, if not simply to bibliographic impact.

Exploring the diversity of activities and objects generated by the social sciences will allow us to describe, analyze, systematize, measure and evaluate the effects they produce in different areas of impact.

CLASS 3: What is the social utility of science and university in the periphery? 

Conceptual summary of the class
En la última clase de la Diplomatura, se propone llevar a cabo un conversatorio entre dos figuras destacadas en los estudios sociales de la ciencia y la tecnología, así como en los estudios sobre educación superior. Este diálogo busca responder a una cuestión fundamental: ¿para qué sirve la ciencia y la universidad? Se trata de un “para qué” situado en nuestra región, considerando sus características, historia, desafíos y necesidades.

Una dimensión clave de esta discusión es la internacionalización de la ciencia, particularmente en contextos periféricos como América Latina. Si bien la ciencia y la universidad tienen el potencial de ser herramientas poderosas para el desarrollo, es necesario reflexionar críticamente sobre las formas en que estas se insertan en circuitos globales. En muchos casos, las dinámicas internacionales reproducen asimetrías históricas, donde los países del Sur global se ven relegados a roles secundarios en la generación de conocimiento, o bien enfrentan dificultades para que sus prioridades locales sean reconocidas en la agenda global.

El enfoque de la discusión no debe quedarse en lo abstracto o en un plano meramente normativo, sino que debe llevarse al terreno de lo concreto y aplicarse a instituciones específicas: las universidades y el desarrollo científico. En este contexto, cuando indagamos el “para qué” de estas entidades, inevitablemente surge otra interrogante: ¿para quién? Esta es la segunda gran pregunta que guiará la charla: ¿la universidad y la ciencia están al servicio de quién?

Responder a esta pregunta implica analizar no solo quiénes participan en la producción científica, sino también cómo se distribuyen y utilizan sus resultados. Aquí cobra relevancia debatir si la internacionalización promueve la democratización del conocimiento o, por el contrario, refuerza su apropiación por parte de sectores privilegiados, tanto a nivel local como global. ¿Los productos científicos benefician a las comunidades locales o responden principalmente a intereses externos?

En contextos periféricos, esta cuestión es crítica: el conocimiento generado localmente debería atender las necesidades regionales y contribuir al desarrollo de soluciones situadas. Sin embargo, las dinámicas de evaluación científica actuales suelen priorizar indicadores internacionales y métricas que no necesariamente reflejan el impacto social o regional del conocimiento.

Este tipo de reflexión es indispensable para avanzar hacia un modelo de evaluación que no solo mida el rendimiento en términos cuantitativos, sino que también considere el impacto, la pertinencia y la capacidad de la ciencia para transformar las realidades locales en un marco global. Solo así se podrá garantizar que las universidades y la investigación cumplan con su rol de agentes de cambio y contribuyan al bienestar colectivo, no solo como piezas dentro de un engranaje internacional, sino como actores centrales en el desarrollo de sociedades más justas y equitativas.

You must be registered in the CLACSO Single Registration System (SUIC) and enter your username and password. If you are not registered, click here. hereTo access the registration form, you must click the "Register" button on the webpage of the Diploma you are interested in.

Upon completion of the registration process, you will receive a confirmation in your email.

Classes will begin in May and will conclude in August 2025.

Del 9 al 13 de junio de 2025 Our X Latin American and Caribbean Conference of Social Sciences in Bogotá, Colombia. #CLACSO2025 (more information here). In order to ensure everyone's participation, we have planned a break from training activities during that week.

All registered participants will receive, on the first day of activities, the necessary instructions to access the classes, bibliography, and discussion forums through the CLACSO Virtual Training Space.

Accessing and navigating the Virtual Learning Environment is very simple and user-friendly. In any case, a technical and academic support team will always be available. For inquiries, you can write to [email protected] 

 You must write an email with the request to [email protected] We will send you the requested certificate as soon as possible.

Exceptional criteria: In exceptional cases and within the first 20 days of starting the Higher Diploma, the student may write to [email protected] Requesting withdrawal and stating the reasons. After the case is evaluated, a response will be sent to the request. If approved, the student may resume the Higher Diploma program if a new cohort is offered the following year. After that period of time has elapsed since the start of the course, no requests will be accepted.

Money paid will only be refunded in cases where the organizing institutions decide to cancel the activity. 

Yes, the advanced diploma is certified by CLACSO. The diploma will be sent digitally and is completely free of charge.

Payment can be made in one installment, by credit card or bank transfer. We also offer the option of paying in 3 installments.

Yes. There will be discounts for students belonging to CLACSO Member Centers and CLACSO Associated Centers, for CLACSO Associate Researchers, and for all those who pay within the discount period.

You can check if you belong to a member center here: 

https://www.clacso.org/institucional/centros-asociados/

The Advanced Diploma program integrates a dynamic of asynchronous and synchronous classes. Classes are primarily asynchronous. The schedule for synchronous sessions will be communicated by the Diploma coordinator at the beginning of the program, and participation in these sessions is not a prerequisite for passing the program.