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Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.

Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system