TO MEASURE RESEARCH CAPACITIES OF HIGHER EDUCATION INSTITUTION IN COLOMBIA USING AN APPROACH BASED ON INTELLECTUAL CAPITAL1 SÁNCHEZ-TORRES J. Marcela (National University of Colombia. e-mail: jmsanchezt@unal.edu.co)2 RIVERA-Torres Sandra Carolina (Colombian Observatory of Science and Technology. e-mail: crivera@ocyt.org.co)3 1. Introduction In order to improve levels of competitiveness and productivity in Colombia it is required a deep social and economic change, it is expected that the country has a dynamic economy by offering goods and services with high added value (Medina et al, 2008). Indeed, in this context, Colombian universities would be a mainstone to support that economic change. First at all, universities are the main actor of Colombian Innovation System; due to their nature, they are in charge to generate knowledge to add value to strategic goods and services, secondly, universities are the leader in terms of human capital. Therefore, in this context, several questions arise i.e. are Colombian universities capable to generate knowledge to develop goods and services with add value in certain economic sectors? In this sense, what are the capacities to generate knowledge? those questions in turn suggest new ones, What are the capacities of Colombian Universities in terms of generating knowledge? and How can Colombian universities account for the generation and transmission of knowledge? The aim of this paper is to present a model to measure research capacity of universities in Colombia using an approach based on intellectual capital. The model lets to identify skills and competences of the universities, and strengths for internal management of these institutions in order to obtain inputs to design Science, Technology and Innovation policies. Also, the model contributes to strengthening relationships between universities and public and private organizations thorough showing universities’ profile. 2. Methodology: To design a model to measure research capacity at universities, first at all, it is necessary to develop a conceptual framework, based on concepts capacity and its implications from an intellectual capital –IC concept, its relations with the Knowledge Society and some approaches to assess the results of the R&D process using different approaches and exploring the indicator systems used in Colombia for evaluating research results as well as referents from international indicator systems. Secondly, one of the model’s components (i.e. an indicator system) was established from the conceptual elements which could give an account of HEIs’ research activities in different IC settings. Another of the model’s components involved designing a procedure for identifying research capacity in a particular area of knowledge or specific economic sector, called thematic capacity portfolio. This procedure goes beyond identifying an HEI’s aggregate capacity and leads to constructing a specific scientific profile for one or more areas established by the HEIs. Once the model is made up, a pilot test was applied to the most relevant public university in Colombia. Besides the specific results for universities, there were found strengths and weaknesses of the methodology. It is clarified that both the results as the strengths and weaknesses are inputs to feedback the model. 3. Model to measure research capacities of universities using an approach based on intellectual capital There are two main points in order to build a model to measure research capacities of universities: one, to use an approach based on IC as a framework, because nowadays universities have new challenges imposed by knowledge society, and also IC framework let universities to account its activities (Sanchez, 2008B). And, two, funding used to do R&D activities are an investment, as long as these resources are transformed into capacities makes a dynamic processes associated with the generation of knowledge and provide added value to universities. This model is constructed from: i) the consensus on the categories of IC, ie, human capital HC, relational capital RC and structural capital SC (Brooking, 1996, Roos et al, 1997; Stewart, 1997; Edvinson and Malone, 1997; Euroforum 1998, Sanchez et al 2000, Sveiby, 2001; and Jaramillo H. Forero, C., 2001; MERITUM project, 2002, Center for Research on the Knowledge Society, 2003). ii) A generation capacity process implies to give value to an organization; iii) to assets R&D activities it is necessary to focus on the impact of funding the R&D projects, 1 This paper is a result of an institutional initiative sponsored by UNAL Main Research office, and it is a component of the building research capacities program defined by the Global Development Planning of National University of Colombia. The authors would like to thank the Universidad Nacional de Colombia for its support, especially the team from the Vice-rector for Research’s office led by Rafael Alberto Molina Gallego (the vice-rector) and for his wholehearted support during different stages of the project. 2 Associated Professor Universidad Nacional de Colombia. e-mail: jmsanchezt@unal.edu.co 3 Researcher Observatorio Colombiano de Ciencia y Tecnología and PhD student Universidad Nacional de Colombia, Scholar of the COLCIENCIAS. scientific HC training, and how Scientifics works inside research networks and development new knowledge (Bozeman et al, 2001), iv) interaction between different categories of IC allows the development of institutional capacities. (Bozeman et al, 2001; Lopez et al, 2004); v) institutional capacities building process is dynamic and cumulative, because it is based on knowledge and its intangible nature, due to a combination of the components of IC, in other words, the research capacities are increased and, generally observed as a result, because of growth in the components of IC; vi) assessment of research capacities is a process that, depending on the availability of information, applies in phases. The proposed model has the followings components: a IC measuring module and a module for identifying capacity by thematic portfolios. Figure 1 shows the model with its components, inputs and outputs. Figure 1. Model components Source: prepared by the authors The IC measurement module is aimed at identifying HEIs’ accumulated capacity expressed through their general scientific profile from the results obtained from constructing the indicator system. The module tries to integrate observing HC, SC and RC into a system of indicators accounting for the activities arising from HEIs knowledge generating processes. -43 indicators, 33 indicators are directly related to research activities, four related to teaching and six related to activities of the third mission-. Once a structured system of indicators is defined, in order to apply the model it is necessary a stage for searching and gathering information to obtain serial times for the indicators using internal and external databases. After that, there is a stage to analyze indicators. In other words, universities can account their research capacities and identify their scientific profile. As showed in Figure 1 there are others outputs like a procedure to debug and unify information, a clean and debug databases set and times-series for the defined indicators. The module for characterising capacity by thematic portfolios was aimed at constructing specific thematic profiles which would lead to establishing whether HEIs’ capacities really did respond to determined economic sectors’ needs or detailed demands. This module involved a process of identifying HEIs’ specific capacities and competencies so that the HEIs’ specific thematic or scientific profiles could be recognised and constructed. This component of the model became a way for HEIs to account for their potential and research activity for determined areas of knowledge or regarding certain productive sectors Figure 1. A map comparing capacities Source: the authors’ own work taken from information provided by the Vice-Rector for Research’s Office, Universidad Nacional de Colombia. The procedure for the construction of these phases has three stages: an initial definition of the areas of knowledge or productive sector and characterization of these areas; a second stage to search and collect information and to establish the capacities using text mining techniques and construction of indicators of HC,SC,RC of each area, and a final phase for information analysis. A profile was obtained for an economic area or sector from the foregoing which could then be compared to other profiles, in the sense that each thematic profile could be represented. It was thus established that the “x” axis reflected normalised HC on the map and the “y” axis the sum of normalised RC and SC. Figure 1 presents a preliminary map of scientific profiles in different subareas related to the environment and indicates the compared capacities of the investigators so involved and the products arising from new knowledge. Results: Application of the model at the National University of Colombia – UNAL. UNAL is a reference point for Colombian universities. To apply the model to the National University of Colombia, there are two main stages: a stage of indicators system Construction related to University research, involving a stage of search and gather information, it was built from August 2008 to April 2009. And a next phase for building University portfolios, this phase started in January 2009 with a portfolio prototype on environment and territorial development area. The implementation of this exercise suggests three types of results. The first one is related to the report of the universities research capacities; the second one is related with the research management process and its policy inside of UNAL; and the third one is related to the feedback and learning to adjust the process of applying the model and measurement of research capacity in universities. References Bozeman, B. Dietz, J. (2001). 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