BookPDF Available

North-South University Research Partnerships in Latin America and the Caribbean



This volume examines research productivity within schools in Latin America and the Caribbean (LAC) and presents examples of various successful LAC North-South programs which have propelled university research in the region. Much of the scholarly work on North-South research to date has concentrated principally on joint publications and co-authorship bibliometrics. In this book, cases are explored within the context of study on international research collaborations to highlight the motivations, mechanics, limitations, and success factors involved in the North-South relationships and their resulting research output.
North-South University
Research Partnerships
in Latin America and
the Caribbean
EDITED BY Gustavo Gregorutti & Nanette Svenson
International and Development Education
Series Editors
University of California
Asian Pacic Higher Education Research
Partnership (APHERP) East-West Center
Higher Education Leadership
University of Memphis
Department of Leadership and Center
for the Study of Higher Education
More information about this series at
Gustavo Gregorutti • Nanette Svenson
University Research
Partnerships in Latin
America and the
International and Development Education
ISBN 978-3-319-75363-8 ISBN 978-3-319-75364-5 (eBook)
Library of Congress Control Number: 2018935184
© The Editor(s) (if applicable) and The Author(s) 2018
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microlms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specic statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the
publisher nor the authors or the editors give a warranty, express or implied, with respect to
the material contained herein or for any errors or omissions that may have been made. The
publisher remains neutral with regard to jurisdictional claims in published maps and
institutional afliations.
Cover illustration: © Stef Bennett / Alamy Stock Photo
Printed on acid-free paper
This Palgrave Macmillan imprint is published by the registered company Springer
International Publishing AG part of Springer Nature.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Gustavo Gregorutti
Andrews University
Berrien Springs, MI, USA
Nanette Svenson
Tulane University
New Orleans, LA, USA
1 Introduction 1
Gustavo Gregorutti and Nanette Svenson
2 Introducing aBilateral Research andInnovation Agenda:
ACase Study onMexico andtheUnited States 15
Gustavo Gregorutti, Beverly Barrett, and Angeles Dominguez
3 Science Beyond Politics: Cuba-US Marine Research
andConservation 37
Daria Siciliano, Fernando Bretos, Julia Azanza,
and Nanette Svenson
4 INCAE, Harvard, andInternational Development:
Research forProgress inCentral America 61
Nanette Svenson
5 International Research Collaboration andKnowledge
Production inColombia: AQualitative Network Analysis
Approach 87
Clara I. Tascón
6 The Political Economy ofLegal Knowledge inAction:
Collaborative Projects intheAmericas 115
Daniel Bonilla Maldonado and Colin Crawford
Small Fish inaBig Pond: Internationalization
andResearch Collaboration inBolivia andParaguay 141
Jorge Enrique Delgado
Comparing Urban Mobility andtheEnergy Transition
inFrance, USA, andBrazil: FromResearch Collaboration
toInstitutionalPartnerships 175
J. KentFitzsimons, Guy Tapie, Patrice Godier,
and Cristina de AraújoLima
International Partnerships forCollaborative Research
inArgentinian Universities 203
Ángela Corengia, Ana GarcíadeFanelli, Marcelo Rabossi,
and Dante J. Salto
Collaborative Research by Chilean andNorth American
Scholars: Precedents andProjections 233
Oscar Espinoza, Luis Eduardo González,
and Noel F. McGinn
Research Partnership Over Neocolonialism: Max Planck
Society Policy inLatin America 259
Pedro Pineda and Bernhard Streitwieser
Index 279
The International and Development Education Series focuses on the com-
plementary areas of comparative, international, and development educa-
tion. Books emphasize a number of topics ranging from key international
education issues, trends, and reforms to examinations of national educa-
tion systems, social theories, and development education initiatives. Local,
national, regional, and global volumes (single authored and edited collec-
tions) constitute the breadth of the series and offer potential contributors
a great deal of latitude based on interests and cutting-edge research. The
series is supported by a strong network of international scholars and devel-
opment professionals who serve on the International and Development
Education Advisory Board and participate in the selection and review pro-
cess for manuscript development.
SerieS editorS
John N.Hawkins
Professor Emeritus, University of California, Los Angeles
Co-Director, Asian Pacic Higher Education Research Partnership
(APHERP), East West Center
W.James Jacob
Professor of Higher Education Leadership, University of Memphis
Chairperson, Department of Leadership and Co-Director of the Center for
the Study of Higher Education
Production editor
Donna Menke
Assistant Professor, University of Memphis
Program Coordinator, Higher and Adult Education Program
international editorial adviSory Board
Clementina Acedo, Webster University, Switzerland
Philip G.Altbach, Boston University, USA
Carlos E.Blanco, Universidad Central de Venezuela
Oswell C.Chakulimba, University of Zambia
Sheng Yao Cheng, National Chung Cheng University, Taiwan
Edith Gnanadass, University of Memphis, USA
Wendy Griswold, University of Memphis, USA
Ruth Hayhoe, University of Toronto, Canada
Yuto Kitamura, University of Tokyo, Japan
Wanhua Ma, Peking University, China
Ka Ho Mok, Lingnan University, China
Christine Musselin, Sciences Po, France
Yusuf K.Nsubuga, Ministry of Education and Sports, Uganda
Namgi Park, Gwangju National University of Education, Republic of
Val D.Rust, University of California, Los Angeles, USA
Suparno, State University of Malang, Indonesia
John C.Weidman, University of Pittsburgh, USA
Husam Zaman, UNESCO/Regional Center of Quality and Excellence in
Education, Saudi Arabia
Center for the Study of Higher Education
Department of Leadership, University of Memphis
123 Ball Hall, Memphis, TN 38152 USA
Center for International and Development Education
Graduate School of Education & Information Studies, University of
California, Los Angeles
Box 951521, Moore Hall, Los Angeles, CA 90095 USA
series editors introduCtion
We are pleased to introduce another volume in the Palgrave Macmillan
International and Development Education book series. In conceptualiz-
ing this series we took into account the extraordinary increase in the scope
and depth of research on education in a global and international context.
The range of topics and issues being addressed by scholars worldwide is
enormous and clearly reects the growing expansion and quality of
research being conducted on comparative, international, and development
education (CIDE) topics. Our goal is to cast a wide net for the most inno-
vative and novel manuscripts, both single-authored and edited volumes,
without constraints as to the level of education, geographical region, or
methodology (whether disciplinary or interdisciplinary). In the process,
we have also developed two subseries as part of the main series: one is
cosponsored by the East West Center in Honolulu, Hawaii, drawing from
their distinguished programs, the International Forum on Education
2020 (IFE 2020) and the Asian Pacic Higher Education Research
Partnership (APHERP); and the other is a publication partnership with
the Higher Education Special Interest Group of the Comparative and
International Education Society that highlights trends and themes on
international higher education.
The issues that will be highlighted in this series are those focused on
capacity, access, and equity, three interrelated topics that are central to
educational transformation as it appears around the world today. There are
many paradoxes and asymmetries surrounding these issues, which include
problems of both excess capacity and decits, wide access to facilities as
well as severe restrictions, and all the complexities that are included in the
equity debate. Closely related to this critical triumvirate is the overarching
concern with quality assurance, accountability, and assessment. As educa-
tional systems have expanded, so have the needs and demands for quality
assessment, with implications for accreditation and accountability.
Intergroup relations, multiculturalism, and gender issues comprise another
cluster of concerns facing most educational systems in differential ways
when one looks at the change in educational systems in an international
context. Diversied notions of the structure of knowledge and curriculum
development occupy another important niche in educational change at
both the precollegiate and collegiate levels. Finally, how systems are man-
aged and governed are key policy issues for educational policymakers
worldwide. These and other key elements of the education and social
change environment have guided this series and have been reected in the
books that have already appeared and those that will appear in the future.
We welcome proposals on these and other topics from as wide a range of
scholars and practitioners as possible. We believe that the world of educa-
tional change is dynamic, and our goal is to reect the very best work
being done in these and other areas. This volume meets the standards and
goals of this series and we are proud to add it to our list of publications.
University of California JohnN.Hawkins
Los Angeles, CA, USA
University of Memphis W.JamesJacob
Memphis, TN, USA
notes on Contributors
BeverlyBarrett is aLecturer in Global Studies at the Bauer College of
Business and at the Hobby School of Public Affairs at the University of
Houston. Following her doctoral fellowship with the European Union
Center of Excellence at the University of Miami, her research has concen-
trated on regional integration, international trade, higher education pol-
icy, and governance. In 2017, Palgrave Macmillan published her
monograph Globalization and Change in Higher Education: The Political
Economy of Policy Reform in Europe. Barrett teaches courses on globaliza-
tion and public policy.
FernandoBretos holds a master’s degree in Marine Affairs and Policy
from the University of Miami’s Rosenstiel School of Marine and
Atmospheric Science and a bachelor’s degree in Biology from Oberlin
College. He is Director of the Cuba Marine Research and Conservation
(CubaMar) Program of the Ocean Foundation and has worked in Cuba
since 1998 on a wide variety of marine conservation projects. He oversees
a number of projects that involve multinational efforts to study coastal and
marine resources shared by Cuba, the United States, and others in the
region. He also oversees research with the Center for Marine Research of
the University of Havana on sea turtles, coral reef health, and community
preservation engagement.
Ángela Corengia is National Director of Accreditation and Academic
Evaluation of the National Institute of Public Administration (INAP)in
theMinistry of Modernization in Argentina. Prior to this appointment,
she was an associate professor and researcher at the School of Education
of the Austral University in Argentina. From 2005 to 2013, she was
Director of the Ofce of Institutional Assessment at Austral and also led
the Second Institutional Self-Assessment Process for the university
(2010–2013). She received a research grant from the National Agency for
the Promotion of Science and Technology (2008–2010) and was a post-
doctoral fellow at the National Council of Research in Science and
Technology (2010–2012). Her research focuses on issues related to qual-
ity and funding of higher education.
ColinCrawford is Dean and Professor of Law at the Louis D.Brandeis
School of Law at the University of Louisville in the United States.
Previously he was a member of the faculty of the Georgia State University
Law School in Atlanta, Georgia, United States, where he founded and co-
directed the Center for the Comparative Study of Metropolitan Growth.
He then served on the faculty of Tulane University’s Law School in New
Orleans as the Robert C.Cudd Professor of Environmental Law and chair
of Tulane’s Global Development program. He is a legal and global devel-
opment scholar and has published extensively and taught on subjects
related to environmental management, international law, and urban devel-
opment, among other topics.
Cristinade AraújoLima is an architect and urban planner and Doctor
of Environment and Urban Development. She is Associate Professor of
Urban Design and Urban Environment at the Federal University of Parana
(UFPR) in Curitiba, Brazil, and conducts postdoctoral studies at ENSAP
in Bordeaux, France. She is also a research partner of ENSAPBx at the
PAVE Laboratory (2012–2014), Vice-Director of the UFPR graduate
program in Environment and Development, and founding director of the
research group “City, Environment and Public Policy” at UFPR. She
studies urban and metropolitan sprawl related to land consumption, mass
transit systems, densities, and urban design.
AnaGarcíade Fanelli is a senior research scholar of the National Council
of Research in Science and Technology at the Center for the Study of State
and Society in Buenos Aires, Argentina. She has published widely on com-
parative policies in higher education in Latin America, the management of
public universities, and university nancing. She was a senior consultant to
the UNESCO International Institute of Educational Planning in Buenos
Aires and Paris, the National Commission for University Evaluation and
Accreditation, the Inter-University Development Center from Chile, and
the Argentine Ministry of Education.
Jorge Enrique Delgado holds a PhD in Administrative and Policy
Studies in Education (with a concentration in Education Social and
Comparative Analysis). He is an instructor at the University of Pittsburgh
where he teaches courses in social justice, foundations of education, inter-
national education, public policy, and Latin American studies. His schol-
arly work consists primarily in case and sector analysis and focuses on the
development of research in higher education institutionsandsystems.
Angeles Dominguez is a Professor of Mathematics at the School of
Education and Director of the graduate Education Program at the
Tecnologico de Monterrey, Mexico. She is also collaborating with the
School of Engineering at the University Andres Bello at Santiago, Chile.
Angeles holds a bachelor’s degree in Physics Engineering from the
Tecnologico de Monterrey and a doctoral degree in Mathematics
Education from Syracuse University in NewYork. She is a member of the
Researchers’ National System in Mexico and has been a visiting researcher
at Syracuse University, UT-Austin, and the Universidad Andres Bello. She
teaches undergraduate courses in mathematics and graduate courses in
education. Her main research areas include mathematical modeling, use of
technology to improve learning, and gender issues in STEM.
Oscar Espinoza is a researcher at the School of Education in the
University of San Sebastian. He is also an associate researcher at the Center
of Comparative Educational Policies at the Diego Portales University and
in the Interdisciplinary Program of Educational Research (PIIE), as well
as a consultant for various Chilean universities. Previously, he worked on
research funded by organizations such as USAID, UNESCO, the World
Bank, UNDP, the Ford Foundation, and the Organization of Iberoamerican
States. His research concentrates on issues associated with access, equity,
social mobility, quality assurance, academic performance, management,
and higher education policy. He holds an EdD in Education Policy,
Planning, and Evaluation from the University of Pittsburgh, United States.
Patrice Godier holds a Doctorate in Sociology and is an Associate
Professor at the National School of Architecture and Landscape of
Bordeaux (ENSAP) and PAVE researcher associated with the Centre
Emile Durkheim at the University of Bordeaux. He studies metropolitan
dynamics, particularly those related to issues of housing, mobility, and ter-
ritorial identications in international comparisons.
LuisEduardoGonzález has been Director of University Policy at the
International Center of University Development (CINDA) since 1982.
He is also an international consultant and project coordinator in areas
related to quality assurance, institutional evaluation and accreditation,
university teaching methods, curriculum planning, professional skills anal-
ysis, and national higher education policy. He has coordinated more than
50 international projects, worked with over 80 universities and govern-
ments in 20 different countries, and edited more than 50 books. He has
been an external consultant at the University of San Sebastian and in vari-
ous international organizations such as UNESCO, ECLAC, OAS, the
Inter-American Development Bank, and the World Bank.
GustavoGregorutti is a Professor at the School of Education at Andrews
University in Michigan. Prior to this appointment, he has been a visiting
professor in several Latin American universities teaching and carrying out
various research projects. Gregorutti also conducted research at the
Humboldt University Center for Higher Education in Berlin, Germany,
where he is nishing his second PhD.He has published on faculty research
productivity and organizational commitment to create knowledge, mainly
among private universities, at national and international levels. He is pres-
ently involved with several international teams to advance comparative
J.KentFitzsimons is a doctor of architecture, practicing architect, and
associate professor at the Ecole Nationale Supérieure d’Architecture et de
Paysage de Bordeaux, where he teaches architectural design, architecture
theory, and research. He is the Director of the PAVE research laboratory
(Profession Architecture Ville Environnement), which studies architectural
and urban phenomena from the perspective of the social sciences. His own
research considers social and political aspects of architectural knowledge as
manifested in the constructed environment. He has published on how
notions of architectural design relate to social phenomena and focuses on
issues such as life phases, gender, and physical impairment.
Daniel Bonilla Maldonado is an Associate Professor of Law at the
Universidad de los Andesin Bogotá, Colombia. He holds a Doctorate and
a Masters in Law from Yale Law School and a law degree from the
Universidad de los Andes. Previously, during a three-year interval, he was
also a visiting professor at Fordham Law School in NewYork City and at
Yale Law School in New Haven. He was a Fulbright scholar and has pub-
lished on topics including constitutional law, the Colombian legal system,
and treatment of diversity in law, among others.
Noel F. McGinn is a Professor Emeritus of the Harvard University
Graduate School of Education and Fellow Emeritus of the Harvard
Institute for International Development. Most of his professional work
centers on the relationship between research, policy, and practice in educa-
tion systems. He has published on school effectiveness, educational plan-
ning, decentralization, and the impacts of globalization on education and
is co-author of Framing Questions, Constructing Answers: Linking Research
with Education Policy for Developing Countries; Informed Dialogue: Using
Research to Shape Education Policy Around the World; and the Handbook of
Modern Education and Its Alternatives. McGinn is also the editor of
Crossing Lines: Research and Policy Networks for Developing Country
Education; and Learning Through Collaborative Research. He is Past
President of the Comparative and International Education Society and in
1998 received the Andres Bello Award of the Organization of American
States for Outstanding Contribution to Education in Latin America.
PedroPineda is an assistant professor at the Faculty of Education at the
Ponticia Universidad Javeriana and an afliated professor at the Faculty
of Psychology. He studied psychology and holds an MA in Education and
a Doctorate from the Faculty of Education and Social Sciences at the
Humboldt University of Berlin. He has worked for the last 14 years as a
researcher and educational consultant for private companies, governmen-
tal agencies, and educational institutions. His studies contribute to educa-
tionsociology, comparative education, and educational and developmental
MarceloRabossi holds a PhD in Education from the State University of
NewYork, Albany, and is a full-time Professor at the School of Government
of Torcuato di Tella University (UTDT) in Argentina, where he teaches
courses on education nance and economics and higher education policy.
Previously (1996–2003), he led the organization and development of
Executive Training Courses in Educational Administration for headmas-
ters, and was also (2000–2004) Director of Education at UTDT.His
research interests include higher education governance and nancing, pri-
vate higher education, and academic labor markets.
JuliaAzanza holds a PhD in Biological Sciences from the University of
Havana and is a Professor at the Cuba Higher Institute of Technology and
Applied Science, in the Department of Environmental Studies. Prior to
this, from 2000 to 2014, she was a researcher and then an Assistant
Professor at the University of Havana’s Center for Marine Science, where
she led marine turtle conservation efforts in Cuba for over a decade. Her
work in marine biology continues to focus on sea turtle ecology, primarily
in Cuba. Ricardo has published widely on her research, in Cuban and
international scientic journals, and has collaborated with scientists and
institutions in the wider Caribbean basin and around the world.
Dante J. Salto is a postdoctoral Fellow at the National Scientic and
Technical Research Council (CONICET) at the Universidad Nacional de
Cordoba (Argentina) and a research afliate at the Program for Research
on Private Higher Education (PROPHE). He earned his PhD and MS in
Educational Administration and Policy Studies from the State University
of New York at Albany (SUNY), with a Fulbright scholarship and an
Organization of American States (OAS) fellowship. His research interests
and publishing focus on higher education in Argentina, internationaliza-
tion of higher education in Latin America, accreditation, and regulation of
graduate education. His most recent work on “Education in Latin America
and the Caribbean: Systems and Research” appears in the International
Encyclopedia of the Social and Behavioural Sciences (2nd edition).
DariaSiciliano is a Research Associate at the Marine Science Institute of
the University of California, Santa Cruz (UCSC). With expertise in coral
reef ecology, geochemistry, and marine science synthesis and communica-
tion, she was formerly the Director of Science at SeaWeb. She holds a PhD
in Biological Oceanography from UCSC and a BS from the University of
California Santa Barbara. She is the Lead Scientist for the Cuba Marine
Research and Conservation Program of the Ocean Foundation, where she
oversees all scientic initiatives and collaborations, working closely with
partners in the United States and Cuba at the University of Havana, the
Cuban Ministry of Science Technology and Environment (CITMA), the
National Aquarium of Cuba, and the Cuban Oceanology Institute.
BernhardStreitwieser is Assistant Professor of International Education
at the George Washington University in Washington, DC. His research
looks at the impact of globalization on the internationalization of higher
education and three main focus areas: research on study abroad and inter-
national student exchange; access and integration of migrants and refu-
gees into higher education, with a geographic focus on Germany; and
research on international branch campuses and education hubs. From
2010 to 2013, he was a visiting Fulbright and DAAD-funded professor at
Berlin’s Humboldt University; from 2002 to 2010, a Senior Researcher at
Northwestern University, Lecturer in the School of Education and Social
Policy, and Associate Director of the Study Abroad Ofce; and from 1998
to 2002, a guest researcher at the Max-Planck-Institut für-Bildungsforsc-
hung in Berlin and a Research Analyst at American Institutes for Research
in Washington, DC. He has published Internationalisation of Higher
Education and Global Mobility for the Oxford Studies in Comparative
Education series (2014), the report on Germany for the European
Parliament (2015), and International Higher Education’s Scholar-
Practitioners: Bridging Research and Practice (2016).
Nanette Svenson is an Adjunct Professor of Global Development at
Tulane University. She is based in the Republic of Panama and also works
as a consultant for the United Nations and other development organiza-
tions. Previously, she helped establish the UNDP Regional Centre for
Latin America and the Caribbean, heading its research and knowledge
management efforts, and taught at local universities in Panama. Recent
projects include a book on The United Nations as a Knowledge System, a
national higher education capacity diagnostic for the Panamanian govern-
ment, and research for the UNDP on public administration higher educa-
tion in Latin America and the Caribbean. She teaches courses on Education
and International Development and on the United Nations System.
GuyTapie is Professor of Sociology at the Ecole Nationale Supérieure
d’Architecture et de Paysage de Bordeaux (School of Architecture and
Landscape, Bordeaux, France). His research focuses on housing and habi-
tat production, processes of city building, and architectural issues in con-
temporary society. He has published several books and numerous articles.
He is a founding member and former director of the PAVE research labo-
ratory (Profession Architecture Ville Environnement) and a member of the
Emile Durkheim Research Center (CED CNRS 5116). He also supervises
doctoral studies at the University of Bordeaux.
Clara I. Tascón holds a PhD from Western University, Canada, and
teaches in the Bachelors of Education program. Previously, she held posi-
tions as an academic coordinator, a research coordinator, and a professor
in several universities in Colombia. Her research interests include the
internationalization of higher education, international research collabora-
tion between universities in Canada and Latin America, knowledge pro-
duction and interdisciplinary networks dynamics, and globalization,
internationalization policy, and leadership in higher education. She is a
member of the Comparative and International Education Society (CIES),
the Higher Education Special Interest Group (CIES-HESIG), and the
Comparative and International Education Society of Canada (CIESC).
AbbreviAtions And ACronyms
AACSB Association to Advance Collegiate Schools of
ABCE Bolivian Academy of Economic Sciences
ABEST Argentinian Bureau for Enhancing
Cooperation with the European Community
AHCI Arts & Humanities Citation Index
AIEA Association of International Education
ALMA Atacama Large Millimeter Array
ALTAGRO Agriculture Alternative
ANII National Agency of Research and Innovation
ANPCYT National Agency for Science and Technology
APEX Atacama Pathnder Experiment
APLU Association of Public and Land-Grant Universities
ASEAN Association of Southeast Asian Nations
ATTO Amazon Tall Tower Observatory
BALAS Business Association of Latin American Studies
BCIE Central American Bank for Economic
BIO-ICE Biodiversity in Bolivian Glaciers
BIO-THAW Tropical High Andean Wetlands
BIOMOLECTRONICS Biomolecular Electronics and Electrocatalysis
BMBF German Federal Ministry of Education and
BRT Bus Rapid Transit
CA California
CAF Development Bank of Latin America
CAFTA Central American Free Trade Agreement
CAPSI Central American Private Sector Initiative
CEBEM Bolivian Center for Multidisciplinary Research
CELADE Latin American and Caribbean Center of
CEPAL Economic Commission for Latin America and
the Caribbean
CERES Center for Studies on Economic and Social
CFP Call for Proposals
CIM Center for Marine Research of the University
of Havana
CIMA Center for Applied Medicine Research
CITES Convention on International Trade in
Endangered Species of Flora and Fauna
CLACDS Latin American Center for Competitiveness
and Sustainable Development
CLACSO Latin American Council on the Social Sciences
CLADEA Latin American Council of Business Schools
CNPq National Council for Scientic and Technological
COCHRANE Database of Systematic Reviews
COLCIENCIAS Colombian National Science and Technology
CONACYT National Council on Science and Technology
CONAHEC Consortium for North American Higher
CONICET National Scientic and Technical Research
Council, Argentina
CONICYT National Commission for Scientic and
Technological Research, Chile
COPriResNet Colombian Private Research Network
COPubResNet Colombian Public Research Network
CRUCH Council of Rectors of Chilean Universities
CV Curriculum Vitae
DAAD-Germany German Academic Exchange Service
DCIT Department of Communication and
Information Technologies
DETEIC Technological Development, Innovation and
Conformity Assessment Project, Paraguay
DST Department of Science and Technology
EBSCO EBSCO Information Services
ECLAC United Nations Economic Confederation for
Latin America and the Caribbean
EFMD European Foundation for Management
EHEA European Higher Education Area
ERA European Research Area
EURALSUR Europe-Mercosur Network in Advanced
Materials and Nanomaterials
FCB School of Biomedical Sciences
FLACSO Latin American Faculty of Social Sciences
FOBESII Bilateral Forum on Higher Education,
Innovation, and Research
FONDECYT National Fund for Science and Technology
GDP Gross Domestic Product
GPS Global Positioning Systems
GT Group Turtle
GTZ German Federal Enterprise for International
HBS Harvard Business School
HE Higher Education
HIID Harvard Institute for International Development
HU Harvard University
IAA International Association of Academies
IBIOBA Institute for Biomedical Research of Buenos
ICSU International Council for Science
ICT Infor mation and Communication Technologies
IDB Inter-American Development Bank
ILPES Latin American Institute for Economic and
Social Planning
IMR Ignis Mutat Res
INCAE Central American Institute of Business
INPA National Institute of Amazonian Research
INQUIMAE Institute of Chemical Physics of Materials,
Environment and Energy
IRC International Research Collaboration
IUCN International Union for Conservation of
KFW German Bank for Development
KI Karolinska Institute
LAC Latin America and the Caribbean
LAPOP Latin American Public Opinion Project
LATINDEX Regional Cooperative Online Information
System for Scholarly Journals from Latin
America, the Caribbean, Spain and Portugal
MBA Master of Business Administration
MEC Ministry of Education
MINCYT Ministry of Science, Technology and
Productive Innovation
MIT Massachusetts Institute of Technology
MOU Memorandum of Understanding
MP Max Planck
MPAs Marine Protected Areas
MPI Max Planck Institutes
MPS Max Planck Society
NAFSA National Association of Foreign Student
NAFTA North American Free Trade Agreement
NASPAA Association of Schools of Public Affairs and
NGO Non-Governmental Organization
NMNHP National Museum of Natural History of
NOAA National Oceanic and Atmospheric
OECD Organisation for Economic Co-operation and
PAVE Profession Architecture, Ville et Environment
Research Laboratory
PhD Doctor of Philosophy
PIIE Interdisciplinary Program for Educational
PIRE Partnerships for International Research and
PREAL Partnership for Educational Revitalization in
the Americas
PROCIT Support Program for the Development of
Science, Technology and Innovation, Paraguay
PROINPA Andean Products Promotion and Research
PRONII National Incentive Program for Researchers,
QS Quacquarelli Symonds World University
R/V Research Vessel
R&D Research and Development
RAICES Network of Argentinian Researchers and
Scientists Abroad
RedALyC Latin America and Caribbean Scientic
Information System
RICYT Iberic-American and Inter-American Network
of Science and Technology Indicators
SACS Southern Association of Colleges and Schools
SBS School of Biomedical Sciences
SCI Science Citation Index
SciELO Scientic Electronic Library Online
SEKN Social Enterprise Knowledge Network
SNA Social Network Analysis
SNP South-North Partnerships
SPI Social Progress Imperative
SSCI Social Sciences Citation Index
STEM Science, Technology, Engineering, and
STI Science, Technology, and Innovation
TECH Monterrey Institute of Technology and Higher
TOF The Ocean Foundation
TWAIL Third World Approaches to Law
TWAS Third World Academy of Science
UA Austral University
UABJB Autonomous University of Beni José Ballivián
UAJMS Autonomous University Juan Misael Saracho
UBA University of Buenos Aires
UC University of Cincinnati
UCBSP Bolivian Catholic University San Pablo
UCNSA Catholic University Our Lady of Asuncion
UCSC University of California, Santa Cruz
UFPR The Federal University of Paraná in Curitiba,
UIS UNESCO Institute for Statistics
UK HE United Kingdom Higher Education
UMSA Major University of San Andres
UMSS Major University of San Simon
UNA National University of Asuncion
UNCED United Nations Conference on Environment
and Development
UNDP United Nations Development Program
UNEP United Nations Environmental Program
UNESCO United Nations Educational, Scientic and
Cultural Organization
UPB Bolivian Private University
USAID United States Agency for International
USD United States Dollar
WEF World Economic Forum
WHOI Woods Hole Oceanographic Institution
WoK Web of Knowledge
WTO World Trade Organization
List of figures
Fig. 5.1 Colombia Public Research Network—COPubResNet. (Direct
members (nodes) of the COPubResNet: COPubProf1
(Coordinator of the network), COPubProf2, COPubProf3,
COPubProf4, COPubPostdoc, COPubDr, COPubMon.
Indirect members (nodes) of the COPubResNet:
COPubResFac1, COPubIntOff, COPubVicResOff, and other
research networks such as EuroAsianNet, COPubUNet,
CONatNet, LatinNet1, and so on) 96
Fig. 5.2 Colombian Private Research Network—COPriResNet. (Direct
members (nodes) of the COPriResNet: COPriProf1,
COPriProf2, COPriProf3, COPriProf4, COPriPhD1,
COPriPhD2, COPriMon.Indirect members (nodes) of the
COPriResNet: COPriResFac, COPriVicResOff, COPriIntOff,
and other research networks such as COPriUNet, CONatNet,
EuroNet1, LatinNet1, and so on) 97
Fig. 9.1 Argentinian papers produced through international
collaboration, by country, 2008–2012.
(Source: MINCYT 2014) 210
List of tAbLes
Table 2.1 Collaboration agreements with US research partners,
1981–2016 18
Table 3.1 The Ocean Foundation as a conduit for US-Cuba marine
research 52
Table 4.1 Selected Central American development statistics, 2014 64
Table 4.2 List of INCAE rectors 72
Table 4.3 Types of research collaboration and associated characteristics 74
Table 5.1 Colombian Public Research Network (COPubResNet),
node codes and descriptors 99
Table 5.2 Colombian Private Research Network (COPriResNet), node
codes and descriptors 100
Table 7.1 Journals in SciELO Bolivia, December 2015 152
Table 7.2 Journals in SciELO Paraguay, December 2015 154
Table 9.1 Criteria and dimensions 215
Table 9.2 Number of publications and citations in relation to
international collaboration at INQUIMAE and FCB,
2010–2014 224
Table 10.1 Number of collaborative research projects by university and
topic (2010–2015) 244
Table 10.2 Research reports by targeted population 247
Table 10.3 Participating researchers, disciplines, and degree levels 247
Table 11.1 Development of Max Planck’s partnerships with Latin
America (2013–2015) 267
Table 11.2 Max Planck Research Groups currently operating in Latin
America 269
... Esta aceptación casi acrítica de los rankings ha creado mecanismos isomórficos que impulsan a las diversas unidades departamentales a modificar sus prácticas para posicionarse en ese modelo de competencia simultáneamente regional y global (Hazelkorn, 2016). Por lo general, esta competencia se basa en potenciar la producción científica, ampliar la colaboración internacional y aumentar el número de citas académicas de los investigadores (Gregorutti & Svenson, 2018). Estas estrategias sesgan las funciones universitarias y significan un redireccionamiento hacia el modelo de calidad que de alguna manera imponen los rankings (Salmi, 2012). ...
Full-text available
A la educación, la sociedad le ha asignado fines de acuerdo con el momento histórico por el que atraviesa. Corresponde al Estado la conducción de este sector y todos sus componentes para que cumpla con estos y para ello se plantea políticas, que serán desdobladas en instituciones, programas, proyectos y actividades de gestión pública. Sucede, sin embargo que, tanto por la interacción entre las naciones como por los efectos de acuerdos internacionales multilaterales, se identifican coincidencias tanto en las problemáticas educativas detectadas, como en las políticas que buscan atenderlas; tal es el caso de temas generales como calidad, pertinencia, equidad, inclusión; y de temas específicos como la actualización y mejoramiento de la acción docente, la atención e inclusión de distintos grupos vulnerables, las reformas en los niveles y modalidades del sector; la organización y gestión del sector, como también el desarrollo de la ciencia y la tecnología en el nivel superior. Coincidencias internacionales que hacen crecer el interés por los enfoques comparados e internacionales en el estudio de las políticas educativas. Con Políticas educativas. Una mirada internacional y comparada entregamos un conjunto de informes y ensayos que tienen como eje central a la educación comparada e internacional, así como las políticas educativas de niveles de educación media superior y superior. Sin duda, este material bibliográfico, otorga a estudiantes, docentes, académicos, investigadores educativos y al público en general, la oportunidad de adentrarse en la temática de las políticas educativas con mayor profundidad y desde ahí, plantear soluciones viables para el mejoramiento del servicio educativo de los diversos niveles. Para el presente libro se han seleccionado 20 trabajos, elaborados por 33 autores procedentes de instituciones ubicadas en países como: Argentina, Brasil, Colombia, EE.UU, y México, lo cual enriquece y fortalece la mirada internacional y comparada, de esta obra. Participan en este libro: Abel Sánchez Insunza, Addy Guadalupe May Vera, Addy Rodríguez Betanzos, Adriana Almeida Sales de Melo, América M. Lizárraga González, Ángela Corengia, Areopagita Yesyka Bustillos Gómez, Argelia Ramírez Ramírez, Aurelio Vázquez Ramos, Carolina Zayas, Felicitas Acosta, Frida Carmina Caballero Rico, Gustavo Gregorutti, Héctor Manuel Manzanilla Granados, Hugo Casanova, Ileana Rojas Moreno, Ilse Castro, Irma Alicia González Anaya, Javier Armendáriz Viguería, Jessica Badillo Guzmán, José Ricardo Rivera Peña, Liberio Victorino Ramírez, Lorena Ocaña Pérez, Marcelo Rabossi, Marco Aurelio Navarro Leal, María Aleyda Lancheros, María Guadalupe López Membrillo, Patricia Ducoing Watty, Ramón Ventura Roque Hernández, Rocío Ángeles Atriano Mendieta, Silvia Guadalupe Benítez Read, Teresita de Jesús García Cortés, Zaira Navarrete Cazales.
... Esta aceptación casi acrítica de los rankings ha creado mecanismos isomórficos que impulsan a las diversas unidades departamentales a modificar sus prácticas para posicionarse en ese modelo de competencia simultáneamente regional y global (Hazelkorn, 2016). Por lo general, esta competencia se basa en potenciar la producción científica, ampliar la colaboración internacional y aumentar el número de citas académicas de los investigadores (Gregorutti & Svenson, 2018). Estas estrategias sesgan las funciones universitarias y significan un redireccionamiento hacia el modelo de calidad que de alguna manera imponen los rankings (Salmi, 2012). ...
Full-text available
Las ciencias con aplicaciones tecnológicas y biomédicas son las que más se han destacado en la transferencia de innovaciones con impacto económico, y, al mismo tiempo, representan las unidades académicas con mayor impacto en los rankings (Yudkevich, Altbach, & Rumble, 2016). En el caso de las ciencias sociales y humanísticas, hay menos recursos disponibles ya que sus productos no siguen la lógica de transferencia de invenciones y patentes, aunque tienen una importancia significativa en la formación de recursos humanos. Esto las coloca en una situación de desventaja en cuanto a su influencia en los rankings. Concretamente, poco se ha estudiado el impacto de los múltiples rankings existentes en disciplinas tales como educación y antropología. Y tampoco ha sido analizado el influjo de los rankings en departamentos y áreas que se dedican a dichas disciplinas, así como su adaptación a las políticas de competencia generadas en la liga de las instituciones más visibles (Post & Chou, 2016). Este estudio busca explorar las percepciones de los académicos (docentes e investigadores) de las disciplinas mencionadas, para entender la influencia de los rankings en la producción de publicaciones, en particular en revistas internacionales.
... These strategies skew higher-education functions as they are realigned toward the quality parameters that rankings advance (Gregorutti & Svenson, 2018;Salmi, 2009). This phenomenon is paradoxical because the indicators of these are limited in the evaluation exercise. ...
In the last two decades, a growing tendency has been established to relate the quality of higher education with the rankings. This has created tensions in departments and areas, such as social sciences and humanities, that tend to publish less in international journals in the English language, which is a key factor in the weighting of university rankings. Thus, this study explores the way in which the academics of the departments and institutes of Anthropology and Education at the University of Buenos Aires (Argentina) and the National Autonomous University of Mexico have reacted to the pressure to publish more to achieve greater visibility and thus improve in the rankings.
ResearchGate has not been able to resolve any references for this publication.