University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
|
RNPS: 2411
|14|2026|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Sánchez Suárez, Y., Acosta
Mesa, S. F., & Quintana Cala, J. F. (2026).
Characterization of the Young Researchers
Network of Cuban Ministry of Higher
Education.
Estrategia y Gestión
Universitaria
, 14, e9126.
https://doi.org/10.5281/zenodo.19324348
Received: 10/03/2026
Accepted: 30/03/2026
Published: 06/04/2026
Corresponding author:
yasnielsanchez9707@gmail.com
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Characterization of the Young
Researchers Network of Cuban Ministry
of Higher Education
Caracterización de la Red de Jóvenes
Investigadores del Ministerio de
Educación Superior de Cuba
Caracterização da Rede de Jovens
Pesquisadores do Ministério do Ensino
Superior de Cuba
Abstract
Introduction: the development of research capacities
requires collaborative approaches that articulate
interdisciplinary learning and community building; in this
context, youth scientific networks emerge as an opportunity.
Objective: to characterize the Network of Young Researchers
of the Ministry of Higher Education.
Method: a mixed‑methods
study was conducted using a design based on a case study. the
analysis period covered January to December 2025. Methods
and supporting tools included the general process map, the
Delphi method, and expert selection techniques. Results: nine
experts were selected and, through brainstorming sessions,
the network’s main activities and processes were identified.
A process map was constructed and validated by 100% of the
experts. The network’s composition was described as
comprising 135 members. Participation was recorded in
projects across seven knowledge areas. The western region
was the principal producer of research articles and events,
while the eastern region stood out in international events.
Conclusion: the network was characterized through the
definition of its processes and composition, as well as by the
scientific output, project participation, and awards of its
members.
Keywords: higher education, researcher training, young
researchers, science policy, academic networks, network of
young researchers
Resumen
Introducción: el desarrollo de capacidades investigativas
requiere enfoques colaborativos que articulen el aprendizaje
interdisciplinario y la construcción comunitaria, en este
contexto, las redes científicas juveniles se perfilan como una
oportunidad.
Yasniel Sánchez Suárez
1
Universidad de Matanzas
https://orcid.org/0000-0003-1095-1865
yasnielsanchez9707@gmail.com
Cuba
Sandro Felipe Acosta Mesa
2
Universidad de La Habana
https://orcid.org/0000-0002-4170-7892
sandrofelipeacostamesa@gmail.com
Cuba
Jorge Félix Quintana Cala
3
Universidad de La Habana
https://orcid.org/0009-0000-0750-4170
jorgefelixquintanacala@gmail.com
Cuba
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
| Vol. 14|2026|
| Yasniel Sánchez Suárez | Sandro Felipe Acosta Mesa | Jorge Félix Quintana Cala |
Objetivo:
caracterizar la Red de Jóvenes Investigadores del Ministerio de
Educación Superior.
Método:
se desarrolló una investigación con enfoque mixto,
mediante un diseño basado en el estudio de caso. El período de análisis fue de
enero a diciembre de 2025. Entre los métodos y herramientas de apoyo se
encuentran el mapa general de procesos, método Delphi, y técnicas de selección
de expertos.
Resultados:
se seleccionaron nueve expertos y en tormentas de
ideas se identificaron las principales actividades y procesos de la Red. Se
construyó el mapa de procesos y se validó por el 100 % de los expertos. Se
describió la composición de la red con 135 miembros. Se registró participación
en proyectos de siete áreas del conocimiento. La región occidental fue la
productora de artículos de investigación y eventos, mientras que la región
oriental destacó en eventos internacionales.
Conclusión:
se caracterizó la red a
partir de la definición de sus procesos, su composición, así como la producción
científica, participación en proyectos y premios de sus miembros.
Palabras clave:
educación superior, formación de investigadores, jóvenes
investigadores, políticas científicas, redes académicas, red de jóvenes
investigadores
Resumo
Introdução: o desenvolvimento de capacidades investigativas requer abordagens
colaborativas que articulem o aprendizado interdisciplinar e a construção
comunitária; nesse contexto, redes científicas juvenis se apresentam como uma
oportunidade. Objetivo: caracterizar a Rede de Jovens Pesquisadores do
Ministério da Educação Superior. Método: desenvolveu‑se uma pesquisa com
abordagem mista, mediante um desenho baseado no estudo de caso. O período de
análise foi de janeiro a dezembro de 2025. Entre os métodos e instrumentos de
apoio estiveram o mapa geral de processos, o método Delphi e técnicas de seleção
de especialistas. Resultados: foram selecionados nove especialistas e, em sessões
de brainstorming, identificaram‑se as principais atividades e processos da Rede.
Construiu‑se o mapa de processos, validado por 100% dos especialistas.
Descreveu‑se a composição da rede com 135 membros. Registrou‑se participação
em projetos de sete áreas do conhecimento. A região ocidental foi a principal
produtora de artigos de pesquisa e eventos, enquanto a região oriental destacou‑se
em eventos internacionais. Conclusão: a rede foi caracterizada a partir da
definição de seus processos e de sua composição, bem como pela produção
científica, participação em projetos e prêmios de seus membros.
Palavras-chave:
educação superior, formação de pesquisadores, jovens
pesquisadores, políticas científicas, redes acadêmicas, rede de jovens
pesquisadores
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Introduction
The transformation of science, technology, and innovation (STI) systems
places early-career researchers at the center of sustaining national scientific
capabilities (Alvarado-Peña et al., 2025). As key nodes within innovation ecosystems,
universities need institutional arrangements that integrate training, collaborative
practices, and social commitment, particularly in contexts in which development
depends on the alignment between scientific knowledge and public policy (Čajka et
al., 2023; Germain-Alamartine et al., 2021).
Within such settings, research extends beyond isolated, disciplinary efforts
to become embedded in structured cooperation dynamics. These dynamics are
shaped by institutional platforms and financing mechanisms (Sakaguchi, 2024).
Importantly, these spaces do not emerge spontaneously; rather, they require formal
instruments that enable mentoring, intergenerational interaction, and sustainable
academic trajectories (Cugmas et al., 2024). From a transdisciplinary standpoint,
advancing knowledge toward sustainable development requires frameworks that
integrate academic and non-academic stakeholders (Jacobi et al., 2022).
Accordingly, networks become collective learning environments in which practices,
identities, and social commitments are redefined (Nimmo et al., 2023), and the
participation of multiple actors strengthens the legitimacy and societal impact of
knowledge (Oakden et al., 2021).
Academic networks represent a critical strategy for research development,
as they prioritize the training of young researchers and communities of practice that
extend beyond institutional boundaries, thereby facilitating collaboration and
knowledge exchange at the international level (Fouladi et al., 2025). In particular,
rural agroecological training initiatives illustrate that such networks can operate as
autonomous spaces for knowledge production and collective leadership, while also
promoting innovation emerging from within communities themselves (Chavez-Miguel
et al., 2022; Weisz Kohn et al., 2022).
The democratization of knowledge and the recognition of diverse forms of
expertise can counter vertical, top-down models and enable participatory processes
(Rubiano et al., 2025). This is especially relevant in the youth domain, because early
scientific leadership requires environments that acknowledge the transformative
capacity of new generations (Calvo-Salvador et al., 2025).
Within STI policy contexts, the literature highlights structural challenges
related to financing, governance, and talent retention, underscoring the need to
treat youth as a strategic actor (Huete-Pérez et al., 2024). The transition toward
knowledge-based economies calls for frameworks that integrate advanced training,
scientific administration, and international openness (Blohm, 2023).
Institutionalizing structures that support the professional development of young
researchers is therefore a core element of national innovation strategies.
In Cuba, this policy approach offers a distinctive reference for Latin America,
where scientific policy has been shaped by the revolutionary leadership’s
commitment to promote education, science, and health as foundational pillars for
national development. From early university reforms, efforts were directed toward
building scientific capacities to respond to economic and social needs, thereby
| Yasniel Sánchez Suárez | Sandro Felipe Acosta Mesa | Jorge Félix Quintana Cala |
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surpassing the constraints typically imposed by underdevelopment in strategic areas
(Santana, 2023). This model reflects persistence in the construction of a scientific
system with social relevance.
The interplay between the educational system and sociocultural values helps
create an environment in which scientific training is anchored in social commitment
and the defense of national sovereignty (Rodríguez López & Ortiz Blanco, 2024).
Experiences in sectors such as agriculture further indicate that territorial systems
require flexibility to reconcile institutionalization with social orientation through
participatory methodologies (Benítez et al., 2023).
Against this backdrop, youth scientific networks unfold within institutional
frameworks that condition their consolidation. Although scholarship on youth in Cuba
has influenced the design of social policies (Zabala Argüelles et al., 2023), some
studies point to a gap between political intentions to involve young people in
strategic matters and their actual capacity to exercise transformative leadership
(Gioacchino, 2019). Developing research capabilities requires collaborative
approaches that integrate interdisciplinary learning and community-based
knowledge construction (Van Der Plank et al., 2024), thereby supporting youth
empowerment through the coproduction of knowledge (Jacobi et al., 2022).
Nevertheless, limited systematization persists regarding how these
structures operate in the Cuban context. It is imperative to consolidate effective
spaces in which young people can contribute fully to the formulation and
implementation of science policy, engaging in dialogue with sociocultural
specificities to ensure coherence between innovation and the social development
project (Villalonga Arencibia et al., 2023).
In addition, the reviewed literature indicates that existing scientific
production tends to focus on isolated case studies. Clear typologies have not been
established because patterns of membership, interaction, leadership, and
sustainability remain insufficiently characterized. This epistemic gap hinders an
accurate understanding of their real impact within social networks. Moreover, there
is no evidence reported regarding process-based organization of functioning, as
opposed to compartmentalized activity in isolated functions.
Along these lines, the present study aims to characterize the Young
Researchers Network “Dr. C. José Luis García Cuevas” of the Ministry of Higher
Education during its first year of operation. The research focuses on its
organizational structure, knowledge-management mechanisms, collaboration
dynamics, and alignment with national STI policies, as well as its contribution to
strengthening early research pathways through mentoring and academic
cooperation.
Methods and materials
A mixed-methods study was conducted, using a qualitative–quantitative
(QUAL–QUAN) approach. The research adopted a case-study design centered on the
Young Researchers Network “Dr. C. José Luis García Cuevas” of the Ministry of Higher
| Yasniel Sánchez Suárez | Sandro Felipe Acosta Mesa | Jorge Félix Quintana Cala |
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Education (MES) of the Republic of Cuba, which was approved by Ministerial
Resolution No. 73 of 18 June 2025. The analysis period ran from January through
December 2025, corresponding to the Network’s first year of operation.
The study began with a general characterization of the Network and the
mapping of its processes. This was complemented by an analysis of the main results
obtained during its first year (2025).
Instruments and supporting tools
An online working session was held via videoconference with 90 Network
members, representing 66.67% of the total membership. The session included
representation from all Higher Education Institutions (HEIs) affiliated with the MES.
Through a brainstorming exercise, participants identified all activities carried out by
Network members, enabling the identification of the principal processes. Medina
León et al. (2019) propose that each process should be assigned a name that is both
simple and sufficiently representative of the concepts and activities it encompasses.
To support process identification, the Network’s functions were analyzed, namely:
• Undertake research aimed at improving the Higher Education System based
on scientific and technological advances across different fields of
knowledge.
• Contribute to the development of scientific solutions to meet the country’s
and territory’s economic and social needs, based on the priorities
established by the MES.
• Promote science and innovation within the training process of students and
university youth more broadly.
• Maintain active communication regarding science and innovation results
achieved by its members, not only through scientific publications but also
through the use of social and/or academic networks.
• Establish linkages with other networks, youth organizations, and youth
involved in institutions that provide training.
• Establish ties with municipal university centers (CUM) and territorial
stakeholders, in order to contribute to priority areas defined in local
development strategies.
To represent the relationship among processes in accordance with the
Network’s mission (articulating university youth with relevant outcomes in science,
technology, and innovation activities to enhance such activities within the MES) the
process map technique was selected. This tool allows for the visualization of all
processes and their categorization as strategic, support, or core (key) processes
occurring at each level of the Network: national coordination, regional coordination,
and institutional levels.
For the validation of the process map, the Delphi method was employed
(Cañizares Cedeño & Suárez Mena, 2022) in two rounds, based on the judgments of
nine experts from the HEIs and the MES. To verify the experts’ suitability for this
investigation, the procedure proposed by Sánchez Suárez et al. (2023) was followed,
| Yasniel Sánchez Suárez | Sandro Felipe Acosta Mesa | Jorge Félix Quintana Cala |
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which emphasizes the calculation of the expertise index (IE). An expert is considered
competent when their IE exceeds 0.70.
The expertise coefficient (IE) is calculated using Equation 1, an indicator
that depends on the level of knowledge (K) held by members of the working team
(Equation 2), in terms of:
Theoretical or experimental knowledge (weight: 0.30),
Practical knowledge (weight: 0.50),
Reviewed national bibliography (weight: 0.05),
Reviewed international bibliography (weight: 0.05),
Knowledge of the problem area (weight: 0.05),
Intuition (weight: 0.05).
j=1, 2, …, n
(Equation 1)
(Equation 2)
Where:
• Wj: weight of the criterion (these criteria and weights may be modified and
recalculated).
• Kc: knowledge coefficient.
• Ka: argumentation coefficient.
• n: number of experts to be included in the working team.
Variables
Six (6) variables were selected for the study to characterize the Network:
membership by region and by field of knowledge, scientific publications, projects by
field of knowledge, participation in events, and awards obtained by region.
Table 1 presents the relationship among the study variables, indicators, and
scales used to characterize the Network.
Table 1
Relationship between variables, indicators, and scale
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Variable
Scale
Membership
by region
Percentage of members by region (x)
= number of members in the region /
total number of members.
Regions
eastern.
x ≥ 70%: High concentration
(Unacceptable)
50% ≤ x ≤ 69%: Moderate
concentration (Acceptable)
15% ≤ x ≤ 49%: Balanced
distribution (Optimal)
Membership
by field of
knowledge
Percentage of members by field (y)
= number of members in the field /
total number of members.
Fields
sciences and humanities, education,
y ≥ 50% or y ≤ 5%: Total
imbalance (Risk)
30% ≤ y ≤ 49%: Controlled
imbalance (Monitoring required)
y within ±5% of the institutional
strategic
plan: Functional
distribution (Optimal)
Scientific
publications
Percentage of publications by region
region / total publications.
Percentage of publications by group
group / total publications.
publications by group / number of
publications in the region.
Groups recognized by the MES: I, II,
Z1 ≥ 50% in Group IV or Z1 ≤ 20%
in Groups I and II: Low
performance (Deficient)
21% ≤ Z1 ≤ 40% in Groups I and II:
Moderate performance
(Acceptable)
Z1 ≥ 50% in Groups I and II: High
performance indicating quality
and consolidation (Optimal)
Projects by
field of
knowledge
knowledge.
T: based on the average deviation of
institutional projects.
T ≤ 50%: Low activity (Deficient)
51% ≤ T ≤ 100%: Moderate activity
(Acceptable)
T exceeds the institutional
average: High activity (Optimal)
Participation
in events
Participation ratio = participants by
region / total number of events.
international events / total events.
Event type: international, national,
P ≤ 10%: Low visibility (Deficient)
11% ≤ P ≤ 30%: Moderate visibility
(Acceptable)
P ≥ 31%: High visibility (Optimal)
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Awards
obtained by
region
Nominal count of awards received by
members in each region.
0 awards during the evaluation
period: Low (Deficient)
1–
2 awards: Moderate
(Acceptable)
More than 3
awards: High
(Optimal)
Source: authors’ own elaboration.
Statistical processing
Statistical processing was performed using RStudio v.2023.09.01, from which
descriptive analyses of the variables were obtained.
Data analysis
A document review was conducted of the Network’s reports, minutes, and
quarterly records for each region (West, Central, and East). All information was
processed by a researcher responsible for homogenizing the data. For data analysis,
descriptive statistical techniques were used.
Results and discussion
Nine experts were selected (three members of the MES, four members of the
Network, and two specialist researchers in process management from the University
of Matanzas) (Table 2). All experts met the required competencies (values ranged
from 0.84 to 0.96).
Table 2
Experts selected for the study
Experts
Ka
Kc
K
Competence level
1. Expert 1 (E1)
0.85
0.83
0.84
Competent
2. Expert 2 (E2)
0.90
0.90
0.90
Competent
3. Expert 3 (E3)
0.98
0.80
0.89
Competent
4. Expert 4 (E4)
0.95
0.90
0.92
Competent
5. Expert 5 (E5)
0.84
0.88
0.86
Competent
6. Expert 6 (E6)
0.86
0.90
0.88
Competent
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7. Expert 7 (E7)
0.95
0.80
0.87
Competent
8. Expert 8 (E8)
0.90
0.90
0.90
Competent
9. Expert 9 (E9)
0.84
0.88
0.86
Competent
Source: authors’ own elaboration.
Characterization of the Young Researchers Network “Dr. C. José Luis
García Cuevas” of the MES
The characterization was developed based on the definition of its processes,
its composition, and the scientific output, project participation, and awards of its
members.
Through brainstorming sessions and records of the Network’s main activities,
eight processes were identified: strategic (digitization/informatization,
communication, and internationalization), key (student–research work,
postgraduate training, and science and technology management), support
(membership management and extension and local development). When the Delphi
method was applied in the first round (Table 3) to validate the process map, a
concordance coefficient of 55.56% was obtained, because five experts disagreed with
the proposed processes.
Table 3
First Delphi round
Criterion
E1
E2
E3
E4
E5
E6
E7
E8
E9
Negative
votes
Concordance
Validation
1
0
1
1
0
1
1
0
0
5
55.56 %
Source: authors’ own elaboration.
Note. E denotes the expert.
The new proposals included strategic planning, information management,
digitization/informatization and communication, training and professional
development, science management, R&D&I project management, and membership
and young talent management. The proposed processes were discussed and a second
Delphi round was conducted; this yielded a concordance coefficient of 100%. The
processes were then categorized, and the process map was developed (Figure 1).
Figure 1
Process map of the Young Researchers Network of the MES
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Source: authors’ own elaboration.
The distribution of members across regions shows a significant territorial
concentration in the western part of the country (Figure 2), where 59 members are
grouped, representing the largest share of the total analyzed sample. The eastern
region comprises 42 members, indicating substantial participation, albeit lower than
that of the west. Finally, the central region includes 34 members, making it the least
represented within the studied set.
Figure 2
Distribution of Network members across the country
Source: authors’ own elaboration.
Regarding high-level training, 16 Network members (11.8% of the total) are
pursuing doctoral studies, with projects linked to agroindustry, education sciences,
social sciences, agroecology, sociocultural management, and health.
Based on this territorial configuration, Table 4 synthesizes the research
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projects developed across knowledge areas. The results demonstrate thematic
diversity, interdisciplinary scope, and territorial presence of initiatives across
different regions of the country. This makes it possible to observe, in a structured
manner, how academic capabilities are translated into specific research proposals
that align with current scientific and social priorities.
Table 4
Research projects by field of knowledge
Field of Knowledge Project
Institution /
Region
Technical Sciences
Value chain modeling
UM – West
Logistics and supply chains
UC – Central
Renewable energy and energy efficiency
UO – East
Social Sciences and
Humanities
Sustainable tourism and hotel
benchmarking
West
Sociocultural management for
development
Granma –
East
Sociolinguistics and cultural heritage
Las Tunas –
East
Pedagogical Sciences
Universal design for learning
Varona –
West
Teaching innovation and ABP
UNISS –
Central
Educational inclusion and speech
therapy/logopedics
East
Natural and Exact
Sciences
Marine biodiversity and climate
conservation
UO – East
Classification of ferralic soils
INCA – West
Applied molecular biology
Guantánamo
– East
Sports Culture
Sciences
Inclusive physical education
UM – West
Physical culture and health
East
Sport psychopedagogy
East
Agricultural Sciences
Sugar agroindustry
UNAH, UM –
West
Agroforestry systems and crops
Guantánamo
– East
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Beekeeping and natural medicine
Granma –
East
Informatics and
Computing Sciences
Cybersecurity in enterprises
West
AI applied to education
Central
Educational informatics and support
software
East
Source: authors’ own elaboration.
Note. Where: UM (University of Matanzas), UC (University of Camagüey),
Varona (University of Pedagogical Sciences “Enrique José Varona”), UNISS (University
of Sancti Spíritus “José Martí Pérez”), UO (University of Oriente), INCA (National
Institute of Animal Science), UNAH (Havana University of Agricultural Sciences).
A total of 26 national projects were reported, distributed evenly between
the western and central regions, with 13 projects each. This figure is complemented
by territorial initiatives in the eastern region, which focus on strategic lines such as
local development, the environment, health, and sociocultural management,
thereby expanding the Network’s research portfolio.
In a complementary analysis, Table 5 examines the composition of the
Network from both a disciplinary and territorial perspective by presenting the
distribution of members across fields of knowledge within each region of the country.
This organization facilitated the identification of the scientific areas with the highest
presence, as well as the levels of concentration and balance among the western,
central, and eastern regions. Overall, this presentation provides a more precise
depiction of the academic structure underpinning the Network’s research activities.
Table 5
Members by field of knowledge
Field of
Knowledge
West Central East Tota l
Technical
Sciences
Industrial
engineering,
energy
processes,
logistics (≈25)
Engineering,
logistics,
applied AI
(≈12)
Geological
engineering, energy,
architecture (≈15)
≈52
Social
Sciences
and
Humanities
Sociocultural
studies, history,
law, tourism
(≈14)
Social
sciences, law,
territorial
management
(≈14)
Sociolinguistics,
psychology, social
work (≈15)
≈43
Pedagogical
Sciences
Didactics,
educational
Applied
pedagogy,
Inclusive education,
speech
≈30
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innovation,
school
geography (≈10)
teacher
training (≈8)
therapy/logopedics,
pedagogy–psychology
(≈12)
Natural and
Exact
Sciences
Applied
mathematics,
agroindustrial
chemistry (≈5)
Physics,
applied biology
(≈4)
Biology, biodiversity,
climate conservation
(≈6)
≈15
Physical
Culture
Sciences
Inclusive
physical
education, sport
(≈5)
Physical
culture
projects in
UCLV (≈3)
Physical culture,
adapted sport, sport
psychopedagogy (≈8)
≈16
Agricultural
Sciences
Agronomy, plant
health,
agroecology
(≈20)
Territorial
agricultural
projects (≈8)
Agroforestry,
beekeeping, crops
(≈12)
≈40
Informatics
and
Computing
Sciences
Cybersecurity,
UCI, applied ICT
(≈5)
Applied AI,
digital
platforms (≈3)
Educational
informatics, applied
software (≈4)
≈12
Source: authors’ own elaboration.
Regarding the volume of scientific publications, the western region leads
overall production within the Network, with 70 publications in total. The largest
concentration is in journals from Group IV (32 articles), accounting for 45% of the
total. Publications in Groups I and II follow with 11 and 16 articles, respectively,
indicating a meaningful presence in higher-impact outlets. In addition, the west
includes four publications as books or book chapters, reflecting sustained
contributions to scientific output, as shown in Figure 3.
Figure 3
Number of publications distributed by region
| Yasniel Sánchez Suárez | Sandro Felipe Acosta Mesa | Jorge Félix Quintana Cala |
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Source: authors’ own elaboration.
The central region records 36 publications, including 12 articles in Group II
journals, 6 in Group III, and 18 in Group IV, with no publications in Group I or in
books. This distribution suggests a moderate publication volume with representation
in medium- and lower-impact groups, albeit without participation in the highest-
visibility group. By contrast, the eastern region totals 42 publications: three in Group
I, 22 in Group II, 13 in Group III, and four in book chapters. Overall, the eastern
region exhibits a slightly higher volume than the central region and a broader
distribution across higher-impact groups.
Participation in scientific events follows a differentiated pattern. The
western region accounts for 164 events, with a predominance of national events
(124) and a substantial presence in international events (40). This distribution
indicates strong activity within the country, accompanied by meaningful
international engagement, and demonstrates absolute leadership in event volume,
particularly in national meetings (Figure4).
Figure 4
Participation in scientific events
Source: authors’ own elaboration.
In contrast, the eastern region participates in 151 events, 87 of which are
international. It also shows notable participation in national events (51) and other
categories (13). Overall, this region demonstrates a profile that is more oriented
toward international projection and greater diversity in event types. Meanwhile, the
central region recorded only 10 events (four international and six national),
reflecting a comparatively low level of participation concentrated in events of
limited scope both nationally and internationally. This suggests a more modest
involvement in the Network’s scientific activities.
Recognition of scientific activities has generated various awards and
distinctions distributed across the Cuban territory (Figure 5). In the western area,
notable recognitions include those from CITMA, the Academy of Sciences, and
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Shapers of the Future. The central region highlights CITMA awards at both provincial
and national levels, as well as international mobility. In the eastern region, the
provinces of Granma and Guantánamo stand out, each accumulating more than 30
recognitions, including the Golden Chalk and Scientific Merit.
Figure 5
Awards obtained by region
Source: authors’ own elaboration.
The composition of the working team, nine experts with high expertise
indices, supports the validity of the process. However, it also places the study toward
the lower end of the size range typically recommended for broad topics.
Methodological guides often suggest between 15 and 30 experts for general subject
areas, along with clearly defined inclusion criteria and diversity of perspectives
(Nasa et al., 2021; Hohmann et al., 2025).
In this context, the initial disagreement observed (55.56% concordance)
should not be interpreted as a weakness. Rather, it likely reflects that the first
process map did not capture the full range of Network activities. This also indicates
that experts had sufficient information about the Network’s functioning and diversity
to question the proposed structure, an outcome consistent with expectations in well-
designed Delphi studies (Hasson et al., 2025).
The transition from a first round with low concordance to a second round
reaching total agreement (100%) aligns with the expected behavior of the technique.
Iterative rounds and controlled feedback reduce the dispersion of opinions and
facilitate convergence toward a shared judgment (Dietrich et al., 2024).
Nevertheless, the literature cautions that very high consensus should be interpreted
carefully, since it may reflect implicit pressure toward conformity or an item set
with limited controversy, rather than a genuine intellectual debate (Schifano &
Niederberger, 2025).
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In the specific case under analysis, the reframing of processes into clearer
categories that better reflect typical functions of research and development
networks, namely information management, R&D&I project management, and young
talent management, suggests that the increase in consensus reflects an improved
conceptual coherence of the model rather than a simple accommodation of expert
opinions. In line with Spranger et al. (2022), this can be regarded as good practice
in Delphi-based iteration.
With respect to regional analysis, the west consistently shows a higher
number of members, publications, and events. This pattern is widely documented in
regional science and technology research, which highlights the concentration of
capabilities, infrastructure, and human capital in a limited number of nodes,
contrasted with peripheral regions characterized by lower scientific density (Pinedo
López et al., 2025). Consistent with this perspective, Chankseliani et al. (2021),
using bibliometric evidence, report that regions with larger research communities
and stronger institutional connectivity tend to lead in both output and impact,
whereas regions with weaker internal capacity rely more heavily on external
networks and selective collaborations.
The differentiated profile between the western and eastern regions is
likewise analytically meaningful. Whereas the west concentrates output volume and
maintains a stronger presence in higher-impact journals, the east displays an
intensive international projection through events and relatively high productivity
relative to its size. Studies examining regional scientific production indicate that
regions with more limited internal capacity can partially offset these constraints
through strategic embeddedness in international networks. However, the extent of
the benefit depends on the local capacity to absorb and translate relational capital
into sustained knowledge production (Chankseliani, 2022).
Disciplinary structure and implications
The strong representation of areas such as Technical Sciences, Agricultural
Sciences, and Social Sciences and Humanities, together with territorially distributed
interdisciplinary projects, aligns with science policy recommendations aimed at
concentrating resources in strategic fields while simultaneously fostering thematic
diversity to address complex sustainable development challenges (Pinedo López et
al., 2025; Bueno et al., 2025). The existence of a core group of members in doctoral
training working on topics related to agroindustry, health, education, and
sociocultural management indicates an emerging base of advanced early-career
scientific potential.
Overall, the findings suggest that young researchers’ networks can construct
consensual process models when the Delphi method is applied in a methodologically
appropriate manner. At the same time, the results unfold within an environment
shaped by territorial differences in capacity, consistent with patterns described in
the international literature on regional scientific production. This provides an
opportunity to use the process map and the generated evidence strategically to
support territorial balance initiatives, strengthen capacities in the central region,
and enable more equitable utilization of national and international collaboration
dynamics.
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Characteristics of the Young Researchers Network “Dr. C. José Luis García
Cuevas” of the MES
Integrates youth up to 35 years of age from multiple disciplines and HEIs:
students and faculty from all higher education institutions and from the
Higher Education Entities for Science, Technology, and Innovation (ECTI)
affiliated with the MES participate in its activities.
Has a national scope with regional structure: regional meetings are
conducted to strengthen participation and enable collaboration among
members.
Promotes articulation, debate, and collective creation: the Network
functions as a forum for exchanging experiences and building alliances
among young researchers from different affiliated HEIs and ECTI.
Serves as a platform to make young science visible: it provides visibility for
the scientific contributions of its members to both the broader community
and society at large.
Pursues social transformation through knowledge: its mission extends
beyond the academic sphere and seeks to place science at the center of
Cuba’s sustainable development by applying research to address concrete
societal problems.
Conclusions
The study characterized the young researchers’ network of the Ministry of
Higher Education by identifying its processes and constructing, through participatory
engagement, the map depicting interrelations among these processes. This step is
essential for capturing the organizational complexity of a scientific network from its
inception. The technical validation was carried out using the Delphi method,
achieving 100% consensus in the second round. This tool demonstrated collective
recognition of strategic functions linked to R&D&I project management and the
development of young talent, thereby reinforcing the legitimacy of the proposed
approach.
Five principal characteristics of the Network were defined. In addition, the
territorial analysis revealed a pronounced tendency in scientific production: while
the western region concentrates the largest volume of publications and projects, the
eastern region stands out for its participation in international events. This suggests
that global visibility does not depend exclusively on the size of the core membership.
Instead, it likely reflects external collaboration strategies that could be
strengthened through regionally differentiated support policies.
Finally, the distribution of 135 members across seven fields of knowledge,
together with the presence of 16 members in doctoral training in strategic areas
such as agroindustry, health, and sociocultural management, indicates that the
Network has succeeded in concentrating diverse capabilities toward early formation.
Nonetheless, a persistent challenge remains: increasing the number of members
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producing high-impact outputs that extend beyond publications in MES-designated
Groups III and IV.
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| Yasniel Sánchez Suárez | Sandro Felipe Acosta Mesa | Jorge Félix Quintana Cala |
Estrategia y Gestión Universitaria EGU
About the main author
Yasniel Sánchez Suárez
:
Doctor of Technical Sciences in the Industrial Engineering
program, Master of Business Administration with a specialization in Production and
Service Management, and
Industrial Engineer from the University of Matanzas (2021
-
2023). He serves as National Coordinator of the “José Luis García Cuevas” Network
of Young Researchers of the Ministry of Higher Education and is a member of the
Youth Council of the Academy of Sciences. The author has published 65 scientific
articles, more than 30% of which are indexed in Scopus
.
Declaration of author responsibility
Yasniel Sánchez Suárez
: 1:
Conceptualization, Data curation, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Sandro Felipe Acosta Mesa
2:
Data curation, Formal analysis, Research, Resources,
Software, Supervision, Validation/Verification, Visualization, Original drafting, and
Writing, reviewing and editing
.
Jorge Félix Quintana Cala
3:
Data curation, Formal analysis, Research, Resources,
Software, Supervision, Validation/Verification, Visualization, Original drafting, and
Writing, reviewing and editing.
Financing:
Own resources
Special Acknowledgments:
We would like to thank the members of the network, the directors of the MES
(especially the General Directorate of Research and Postgraduate Studies), and the
national coordination for the support received for carrying out the research in
question.