Each professor in higher education builds an academic agenda that has different focuses and particularities that are not always recognized by promotion systems. Considering that the culture of quality assurance and the national and global rankings have standardized the types of activities and products that are valued, with criteria mostly associated with research, this is paradoxical in the Colombian higher education system, given that most ofst universities are not declared as research intensive institutions. In this context, professors are faced with the challenge of continuing to develop their academic project while at the same time meeting institutional requirements for promotion centered around research. As a result, many of them have had to transform their academic agendas in response to the promotion criteria. How can these two realities be brought closer together so that institutions can have promotion processes and instruments that allow for the particularities of individual careers under a principle of equity? At Universidad del Rosario we are working in an interesting alternative based on knowledge management narratives, inspired by research narratives, which give a voice to the professor so that they can, supported by evidence, give a comprehensive account of how their academic project has evolved and how they have contributed, from their teaching research and service activities, to the generation, appropriation, use, circulation and transfer of knowledge. This allows having a qualitative input on the contributions of the professor in line with the interests of the institution, while at the same time making visible the differential factors and possible obstacles in the academic trajectories. This last point is relevant because it allows the institution to identify vital aspects in the academic life of professors and establish strategies to seek greater equity and reduce gender, age, disability and race gaps, among other aspects.The quality assurance culture and national and world rankings have standardized the types of activities and products that are valued, with criteria mostly associated with research (Altbach et al, 2015; Zapp & Ramirez, 2019). Despite higher education institutions require each professor to build an academic agenda of teaching, research, and extension that has different focuses and particularities, these efforts are not always recognized by the promotion systems. This kind of evaluation of professors' pathways presents a paradoxical scenario for many research universities.For example, in Colombia's higher education system, most universities have not declared as research-intensive institutions from their foundation in the country in the 16th century (Soto, 2011). Research in Colombian Universities became a substantive mission at the end of the twenty century with the Higher Education Law reform in 1992. It produced a change in the national policy generating consequences on the universities which began to create an organizational infrastructure for research activities and design m...