Problems affecting the reputational assessment of educational organizations (based on international research)

UDC 378:1
DOI 10.20339/AM.04-26.043

Irina A. Akulovich, Sen. Lect., Department of Public Relations and Advertising, Herzen State Pedagogical University of Russia, St. Petersburg, e-mail: irynaakulovich@gmail.com

Olga O. Vasileva, Cand. Sci. (Economy), Docent, Department of Public Relations and Advertising, Herzen State Pedagogical University of Russia, St. Petersburg, e-mail: vazaspb@mail.ru

Yulia V. Verminenko, Doctor of Social Sciences, Docent, Head of Department of Public Relations and Advertising, Herzen State Pedagogical University of Russia, St. Petersburg, e-mail: verminenko@mail.ru

Sergey E. Zverev, Cand. Sci. (Pedagogy), Docent, Department of Public Relations and Advertising, Herzen State Pedagogical University of Russia, St. Petersburg, St. Petersburg, e-mail: ser86979392@yandex.ru

Daria A. Kolesnikova, Cand. Sci. (Philosophy), Docent, Department of Public Relations and Advertising, Herzen State Pedagogical University of Russia, St. Petersburg, e-mail: daria.ko@gmail.com

The article is devoted to the analysis of pedagogical problems related to the reputation of educational institutions of higher education. Currently, the reputational assessment of universities is largely determined by their position in the world's leading rankings. This assessment is based primarily on statistically processed quantitative indicators based on formalized criteria. As the publications of foreign scientists show, the position of a university in a particular ranking acts as a priority information influencing the choice of an educational organization by students and parents. At the same time, the desire to meet the criteria of studying at a highly rated university causes a serious psychological burden on students. For the university itself, excessive attention to the rating is often reflected by the desire to occupy top positions at all costs, which is reflected in the pursuit of publications and citations in scientometric databases, fraught with a decrease in the quality of scientific research and professional deformation of teachers. In addition, real pedagogical problems, such as the formation of critical and ethical thinking, communication skills, and the desire for knowledge as a self-sufficient value that determines the ability to educate throughout life, sometimes remain behind the scenes of the university administration and the scientific and pedagogical staff.

Keywords: reputation, rating, research quality, professional deformation, critical thinking, ethical thinking, commitment to learning

This study was funded by an internal grant from Herzen State Pedagogical University (project: “Building the Reputation of Herzen State Pedagogical University in the Communication Environment”)

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