Dimensions and Indicators for Assessing Faculty Research Competencies and Educational Quality

Abstract

This article develops an expanded proposal for the operationalization and measurement of two complex constructs in higher education: university faculty research competencies and the quality of academic training. Building upon the methodological matrix of the baseline study, it organizes eight dimensions, observable indicators, evidence sources, instruments, and analytical criteria. It examines the structural logic of a 40-item questionnaire using a five-point Likert scale and proposes a validation roadmap encompassing expert judgment, pilot testing, internal consistency, descriptive analysis, and association testing via Spearman's Rho. Additionally, document review is incorporated to mitigate reliance on self-reporting. The article represents a methodological proposal and does not report empirically derived psychometric properties; thus, its results should be understood as a measurement design subject to subsequent validation.