Abstract

Despite that in higher education institutions each professor builds an academic agenda of teaching, research and extension that has different focuses and particularities that are not always recognized by the promotion systems, the quality assurance culture and national and world rankings have standardized the types of activities and products that are valued, with criteria mostly associated with research. It is a paradoxical scenario in Colombia Higher Education System due to the most of universities are not declared as research intensive institutions. In this context, professors are faced with the challenge of continuing to develop their academic project while at the same time meeting institutional requirements for promotion, and lots of them have had to transform their academic agendas to respond to the promotion criteria. How can these two realities be brought closer together so that institutions can have promotion processes and instruments that address the particularities under a principle of equity? At Universidad del Rosario we are working in an interesting alternative based on knowledge management narratives, inspired by research narratives1, which give a voice to the professor so that he/she can, supported by evidence, give a comprehensive account of how his/her academic project has evolved and how he/she has contributed, from his/her teaching, research and service activities, to the generation, appropriation, use, circulation and transfer of knowledge. This allows having a qualitative input on the contributions of the professor in line with the interests of the institution, while at the same time making visible the differential factors and possible obstacles in the academic trajectories. This last point is relevant because it allows the institution to identify vital aspects in the academic life of professors and establish strategies to seek greater equity and reduce gender, age, disability and race gaps, among other aspects.

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