Beyond Scopus Centricity in Philippine Higher Education Through a Multidimensional Research Assessment Framework

This article examines the growing reliance on Scopus indexed publication and bibliometric indicators in the assessment of research performance in Philippine higher education. While such indicators provide valuable evidence of publication characteristics, database coverage, journal level standing, and scholarly uptake, their use as proxies for research quality, broader impact, or research capacity raises important assessment concerns. The article develops a multidimensional research assessment framework that distinguishes five complementary dimensions: research quality and contribution; publication and scholarly output; scholarly uptake; knowledge mobilization and broader research impact; and research capacity and conditions. The framework is grounded in the principle of construct and evidence alignment, emphasizing that indicators should be interpreted according to the specific claims and forms of evidence they can legitimately support. Using the Philippine higher education context as its focal setting, the article situates Scopus centricity within broader debates on responsible research assessment and argues for a more context sensitive approach that combines bibliometric, qualitative, and documentary evidence. The framework seeks to preserve the value of international research visibility while providing a more comprehensive basis for evaluating research contribution, use, and impact.