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DOI: https://doi.org/10.46502/issn.1856-7576/2022.16.03.2
Increasing the competitiveness of educational institutions in
the conditions of internetization
Incrementar la competitividad de las instituciones educativas en las condiciones
de la internetización
Yuliya Zhuravel
jul_zhur@ukr.net
https://orcid.org/0000-0003-4065-540X
Candidate of Economic Sciences, Lecturer, Lviv State College of Food and Processing Industry of
the National University of Food Technologies, Lviv, Ukraine.
Yuliia Kuzmenko
yulyachechura@gmail.com
https://orcid.org/0000-0001-5267-3088
Candidate of Pedagogical Science, Institute of Management, Department of Education and
Management of Educational Institution, Classic Private University, Zaporizhzhia, Ukraine.
Olesia Fedoruk
silence199023@gmail.com
https://orcid.org/0000-0001-7646-9604
PhD, Senior teacher, Department of Information and Document Communications, National
University of Ostroh Academy, Ostroh, Ukraine.
Iryna Tymkiv
irinavasiruk@gmail.com
https://orcid.org/0000-0002-9676-9572
PhD in Philosophy, Teacher, Department of Philosophy and Social Sciences, Faculty of History,
Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine.
Recibido: 12/05/22
Aceptado: 26/08/22
Abstract
Transformational social processes, the development of science and technology, changes in
the value systems and orientations of the individual, the active introduction of digital
technologies into all spheres of human life and economic systems, determine the need for
the formation of new requirements for ensuring the quality of the educational process. At the
same time, the development of technologies, foremost, the development of digital
technologies determines great opportunities for the development of education, but the
effective use of new technologies is possible only if the processes of management of
educational systems are rationalized at the global level, the level of the state, and the level of
a separate educational institution. Therefore, considering the relevance of the research, the
article sets a goal: to develop mechanisms for increasing the efficiency of management of
educational institutions through the introduction of digital technologies to ensure their
competitiveness in the market for the provision of educational services in accordance with
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new social requirements and global transformations. The object of research in the article is
the management system of educational institutions. Methodology. The study analyzed trends
and trends in the development of the education system and educational institutions by using
methods of statistical analysis and comparison. To structure educational institutions
according to the level of use of digital technologies, the leading international rankings QS
World University Rankings, Webometrics, Google Scholar Citations and UniRank were
analyzed. Based on the analysis, a structured set of indicators and control maps of ratings of
the digital popularity of educational institutions were formed. As a result, the article models
the effectiveness of using digital technologies as elements of the management system. The
projection of the planned results of the use of digital technologies allows modeling the
processes of the development of the education system as an element of managing the
competitiveness of educational facilities. The results. As a result of the analysis, it was
determined that ensuring the competitiveness of educational institutions in the conditions of
social transformations significantly depends on the level of use of digital technologies for the
promotion of the educational institution, image formation, popularization of its own scientific
research and activity results, as well as journalistic activity. The expediency of using database
resources, as well as social network resources as an element of the educational institution’s
digital promotion strategy to ensure its competitiveness, was determined, which was
confirmed by analyzing the results of the leading world ratings. Among the main tasks of the
management system, which solve the methods of using digital technologies, as well as the
advantages that ensure the competitiveness of educational institutions, there are the
following: mobile access to public information, a strategy of openness, positioning and
creating a positive image, forming the image of an individual scientist and an educational
institution by positioning journalistic activity, ensuring accessibility to information, increasing
competitiveness by complying with modern trends in the development of an innovative
information society.
Key words: education, digital technology, education management system, educational
institutions, competitiveness of educational institutions, educational ratings, modeling of
education system development processes.
Resumen
Los procesos sociales de transformación, el desarrollo de la ciencia y la tecnología, los
cambios en los sistemas de valores y las orientaciones del individuo, la introducción activa
de las tecnologías digitales en todas las esferas de la vida humana y los sistemas
económicos, determinan la necesidad de la formación de nuevos requisitos para garantizar
la calidad del proceso educativo. Al mismo tiempo, el desarrollo de las tecnologías, ante todo,
el desarrollo de las tecnologías digitales determina grandes oportunidades para el desarrollo
de la educación, pero el uso efectivo de las nuevas tecnologías solo es posible si se
racionalizan los procesos de gestión de los sistemas educativos a nivel global, el nivel del
estado y el nivel de una institución educativa separada. Por lo tanto, considerando la
relevancia de la investigación, el artículo se plantea como objetivo: desarrollar mecanismos
para incrementar la eficiencia de la gestión de las instituciones educativas a través de la
introducción de tecnologías digitales para asegurar su competitividad en el mercado de la
prestación de servicios educativos de acuerdo con las nuevas requerimientos sociales y
transformaciones globales. El objeto de investigación en el artículo es el sistema de gestión
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de las instituciones educativas. Metodología. El estudio analizó tendencias y tendencias en
el desarrollo del sistema educativo y las instituciones educativas mediante el uso de métodos
de análisis y comparación estadísticos. Para estructurar las instituciones educativas según
el nivel de uso de las tecnologías digitales, se analizaron los principales rankings
internacionales QS World University Rankings, Webometrics, Google Scholar Citations y
UniRank. Con base en el análisis, se formó un conjunto estructurado de indicadores y mapas
de control de calificaciones de la popularidad digital de las instituciones educativas. Como
resultado, el artículo modela la efectividad del uso de tecnologías digitales como elementos
del sistema de gestión. La proyección de los resultados planificados del uso de las
tecnologías digitales permite modelar los procesos de desarrollo del sistema educativo como
elemento de gestión de la competitividad de los establecimientos educativos. Los resultados.
Como resultado del análisis se determinó que asegurar la competitividad de las instituciones
educativas en las condiciones de las transformaciones sociales depende significativamente
del nivel de uso de las tecnologías digitales para la promoción de la institución educativa,
formación de imagen, divulgación de sus propias investigaciones científicas y resultados de
la actividad, así como de la actividad periodística. Se determinó la conveniencia de utilizar
los recursos de la base de datos, así como los recursos de las redes sociales como elemento
de la estrategia de promoción digital de la institución educativa para asegurar su
competitividad, lo cual se confirmó al analizar los resultados de los principales ratings
mundiales. Entre las principales tareas del sistema de gestión, que resuelven los métodos
de uso de las tecnologías digitales, así como las ventajas que aseguran la competitividad de
las instituciones educativas, se encuentran las siguientes: acceso móvil a la información
pública, estrategia de apertura, posicionamiento y creación una imagen positiva, formando
la imagen de un científico individual y una institución educativa posicionando la actividad
periodística, asegurando la accesibilidad a la información, aumentando la competitividad al
cumplir con las tendencias modernas en el desarrollo de una sociedad de la información
innovadora.
Palabras clave: educación, tecnología digital, sistema de gestión educativa, instituciones
educativas, competitividad de las instituciones educativas, calificaciones educativas,
modelización de los procesos de desarrollo del sistema educativo.
1. Introduction
In the conditions of changes and transformations of society, the education system should
be reformed with the setting of new tasks, the formation of new methods and techniques
of imparting knowledge and the formation of skills that would be popular both in the
modern labor market and in the conditions of the modern information society. The use of
digital technologies allows ensuring the competitiveness of the economic system in the
conditions of the expansion of the digital market. Classical methods of work of educational
institutions are beginning to lose relevance. In the conditions of humanity’s existence in
the system of digital technologies, with the transition to remote forms of education due to
quarantine restrictions, classical forms of education and image formation are losing their
relevance. According to the evidence of statistical analysis “April Global Statshot report”
the number of Internet users exceeded 5 billion people in 2022, and the number of
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Internet users is growing at a rate of 300 million people per year. This is almost 63 % of
the planet’s population. It is worth noting that the majority of people who are active users
of the Internet are young people, which increases the role of the use of digital technologies
in the education system, since young people are the main target audience for the
provision of educational services. Thus, an important element of ensuring the
competitiveness of educational institutions is the search for effective methods of using
digital technologies in the educational process and the process of creating the image of
an educational institution.
The purpose of the article is to determine ways to introduce mechanisms for improving
management efficiency to ensure the competitiveness of educational institutions using
digital technologies in the market for the provision of educational services in accordance
with the requirements of society and transformational processes at the global level.
2. Literature review
With the beginning of the development of the Internet in the 1970s, scientists began to
develop conceptual provisions for the individual principles of the use of Internet
technologies in various spheres of human life, development of economic and social
systems.
The issue of the introduction of digital technologies in education is relevant because these
technologies are favorably perceived by students, therefore, they provide an opportunity
to obtain better results. Scientists studied the issue of analyzing feedback from students
as part of studying online courses. By using inductive analysis, a data model was
developed from listeners’ open-response tasks via video link and text format. The result
of the study showed the negative and positive sides of the work of both formats, however,
we note that each format was used remotely by using digital technologies and distance
learning methods. The value of the educational process for students due to the use of
digital technologies was not reduced, but on the contrary, its advantages were
highlighted: mobility and accessibility from anywhere in the world, at any time and under
any circumstances. So, this study of feedback from students evaluating the processes of
using digital technologies in the distance learning system proved the advantages of digital
processes in the educational process (Ari & Arslan-Ari, 2022).
One of the advantages of the educational process using digital technologies was its
accessibility. Numerous of authors identified the need for a conceptual change in the
paradigm of consideration of the system of access to education. We are talking about the
inclusiveness of education for people with disabilities, as well as for those people who
temporarily find themselves in conditions of inclusion, for example, with limited access to
educational institutions during the pandemic, due to military conflicts and other factors.
Therefore, the analysis of focus groups and individual interviews of students who were
interviewed for the determine the role of digital technologies in the system of providing
inclusive access to education, made it possible to define new views on the educational
process using distance technologies (Pacheco, Lips, & Yoong, 2018).
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Furthermore, it is advisable to analyze the issue of introducing digital technologies into
business processes. Education is a service delivery area with a high degree of social role.
Research conducted among representatives of business, non-governmental
organizations and IT specialists determined the role of access to information in modern
economic systems. An important element of the introduction of digital technologies to
improve the efficiency of business processes is training and expanding the capabilities of
employees and companies to use digital technologies. Therefore, it is appropriate to say
that educational processes should not only use digital technologies directly, but also
among the learning outcomes of students, it is appropriate to define the ability to master
digital technologies for the development of business and economic systems (Taimur,
Busch, Blount & Picoto, 2021, Oymana, Bala & Ozerb, 2022).
Therefore, when analyzing the processes of using digital technologies in the education
system, it is appropriate to converse about their strategic role, and the implementation of
such technologies must be defined as a strategic task. Among the main strategic
advantages of the use of digital technologies in the educational process, the authors
identify the impartiality and objectivity of the results of the assessment of students’ skills
and abilities, the long-term preservation of information, which is especially relevant in the
context of Big Date processes. The strategy should consist not only in the use of digital
technologies in the educational process. It is important to change the paradigm of the
attitude of the educational and scientific community to the possibilities of using digital
processes both in the educational process and to promote the results of their scientific
research and innovative educational methods (Gupta, Kulkarni & Toksha, 2021).
It is significant to note that with the increase in the number and availability of gadgets, the
process of using digital technologies in the educational process has become accessible
and necessary. The development of technologies arouses great interest among young
people, so even humanitarian blocks of disciplines and humanitarian specialties should
be accompanied by digital support. In particular, the results of such a study were
confirmed because of the analysis conducted by scientists among respondents studying
for a pedagogical specialty. The purpose of the study was to determine the degree of
perception of technological innovations by students of humanitarian specialties.
Researchers offered students mobile applications and other information systems that help
in learning. As a result of the conducted research, there was an increase in the
effectiveness of student learning, which proved the effectiveness of the use of digital
technologies in the educational process for humanitarian specialties. Separately, a similar
study was conducted for students of technical specialties, which also confirmed with
quantitative results the effectiveness of using digital technologies (Cabero-Almenara,
Fernández-Batanero, & Barroso-Osuna, 2019).
Research into the role of technological factors in information and communication
processes in the field of education is interesting. In particular, the mediating role of the
teacher, the effectiveness of digital technologies in education, in particular artificial
intelligence and the Internet of Things, are highlighted. However, the problem of man-
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made stress and the overload itself in conditions of access to a large amount of
information are being developed separately. Therefore, among the tasks of ensuring the
competitiveness of educational institutions is the provision of effective management of
methodical selection processes and the use of digital technologies to maximize the result
of their use (Khan, Nisar, Sohail, & Shehzadi, 2021).
In addition to the application of digital technologies in the education system, an important
aspect of ensuring competitiveness is the positioning of the educational institution in the
global digital space. The image component is formed by positioning the institution through
the work results of each individual employee. The teacher’s portfolio, participation in
ratings, positioning of achievements is a significant element of ensuring competitiveness.
Most of the international educational ratings are formed by accumulating the results of
the activities of the teaching staff. Another significant part of the rating is related to
mentions of the educational institution in information sources, and the formation of
attitudes towards the institution among employers and graduates and students. Thus, an
important element of ensuring competitiveness is positioning among stakeholders, which
can only be achieved through the effective use of digital technologies in the corporate
communications system (Fong, Lee, Chang, Zhang, Ngai, & Lim, 2014).
The analysis of literary sources made it possible to determine the main directions of using
digital technologies in the education system. However, the lack of mobile transformations
in classical educational institutions determines the practical value of analyzing ways to
increase the competitiveness of educational institutions using digital technologies. And
the lack of a comprehensive approach to the definition of strategic vectors of management
of digital processes in education among empirical studies requires finding ways to solve
the outlined problems.
3. Methodology
The analysis of trends in the development of the education sector was carried out by
using the methods of synthesis and analysis of statistical data, because of which
problematic aspects of the development of the system were singled out. By analyzing the
leading world ratings, which was carried out using the methods of statistical analysis and
comparison, the structural and functional set of elements ensuring the competitiveness
of educational institutions was determined. The task of the research is to determine the
role of digital technologies in the education system, so the rating indicators were selected
for analysis, which project the results of the institutions’ work based on indicators of digital
activity. The accumulation of these indicators and their structuring made it possible to
determine the elements of the system for ensuring competitiveness. Such ratings for the
analysis were the international QS World University Rankings (general rating of academic
activity), Webometrics (conducting a comparative assessment of research work, the
results of this work and the rating of official sites of educational institutions), Google
Scholar Citations (citation ratings of scientific publications and a certain system reputation
of scientists) and UniRank (the quality of the educational institution’s representation on
the Internet, on various web resources, activity in social networks, etc.). Using the
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methods of induction and deduction, as well as by analyzing the indicators of these
ratings, a structured set of indicators and a control map of the ratings of the digital
popularity of educational institutions, as well as a dependence function of
competitiveness, have been developed. Using mathematical modeling methods, a
projection of the effectiveness of managerial influences on the use of digital technologies
in the education system has been developed.
As a result, the article models the effectiveness of using digital technologies as elements
of the management system. The projection of the planned results of the use of digital
technologies allows modeling the processes of development of the education system.
The results of management activities and the use of digital technologies by the world’s
leading educational institutions were selected for analysis.
4. Results
The development of the education system is directly proportional to the transformations
in society. The development of the information society has determined new priorities for
the educational process and ensuring the competitiveness of educational institutions. This
is the use of digital technologies in most operational processes, as well as the
construction of strategic management systems of the educational institution based on the
effective use of current digital technologies and the search or development of new
technologies.
Among the main trends in the development of education today, it is expedient to identify
the following:
− democratization of educational processes, which determines free access to the choice
of education, its forms and methods of acquiring knowledge and skills,
− a change in the leading role of classical education, which allows you to acquire
knowledge and specific skills by taking individual courses,
− the development of the “lifelong education” trend, which determines the speed of
knowledge obsolescence and the need to update it by finding additional materials,
taking separate courses, and finding additional education resources. Such a situation
occurs due to the speed of transformational processes in education and the
development of science and technology,
− the development of the Internet made education accessible to people anywhere in the
world. For example, citizens of Third World countries, who previously did not have
access to educational resources, can study remotely, even learn certain materials for
free, using the resources of open courses of educational platforms, such as, for
example, Coursera,
− there is a trend towards an increase in the demand for educational services among
women, which is an element of the democratization of society, especially in countries
where the role of patriarchal society is clearly visible,
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− the formats of school education are changing in accordance with the requests of
children of the new generation, who are used to receiving information in larger
volumes and have a flickering thinking, which is associated with the use of gadgets in
preschool age,
− developed countries increase funding for their own educational systems, since society
understands the relationship: a successful economy - modern technologies - an
educated society that can work with these technologies and master them, forming a
high added value of products.
− the education management system tries to find a balance between classical
approaches and the centralization of educational development processes, and the
autonomy of educational institutions,
− information resources are developing, digital learning methods are replacing outdated
ones,
− the integration of educational institutions into a single global educational space is
developing, cooperation between education and business is deepening, which
determines additional requirements for educational institutions to ensure the
competence of graduates for those innovative production methods offered by the
world’s leading companies.
Therefore, the leading trends caused by the processes of global integration, customer
orientation (focusing on the demands of education seekers and the requirements of the
labor market), as well as the introduction of digital technologies into all areas of human
life and business processes, are democratization, the expansion of the autonomy of
educational institutions, the departure from classical forms and methods of the
educational process in favor of digital methods, which are the basis of the formation of
the competitiveness of modern educational systems.
The trigger for the development of digital technologies in the education system can be
called the following:
− growth in the number of Internet users (more than 5 billion people or 63 % of the
world’s population),
− expanding the possibilities of using the Internet,
− development of special information products for business and educational needs
(platforms for communication, for example, Zoom, Google Meets, MC Teams;
distance course platforms, for example, Moodle; applications for smartphones that
allow automating most organizational processes in the education system, and offer
interactive forms of education),
− the development of the mobile Internet, which makes the education system in the
conditions of the use of digital technologies more accessible and operational,
− the development of social networks and the transfer of communications to the Internet
space, since communications are one of the basic elements of the educational
process in the “teacher-student” interaction system,
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− digitization of other operational processes in the education system: bookkeeping,
banking settlement system, etc.,
− definition of the Internet as the main source of information search, including
educational information,
− the need to use digital technologies in socio-economic processes, which makes it
urgent to adapt classical approaches to education to the realities of a digital society.
Having identified the triggers for the development of the education system, the authors
selected ratings of educational institutions that most fully describe the level of use of
digital technologies by the institution. Among the ratings selected by the authors for
analysis: QS World University Rankings, Webometrics, Google Scholar Citations and
UniRank.
These ratings reflect the processes of global integration of the education system, and
confirm the described higher trends regarding the expansion of the autonomy of
educational institutions, their orientation to the demands of consumers (students and
businesses as potential employers), as well as requests for the expansion of the use of
digital technologies. A brief description of the ratings according to which the study was
conducted is presented in the Table 1.
Table 1.
Element-oriented analysis of the structure and a brief description of world ratings of
leading educational institutions
The name of
the rating
Description
Basic indicators
The number of
educational
institutions that are
evaluated
QS World
University
Rankings
Generalized academic
rating
International Students Ratio,
International Faculty Ratio,
Citations, Academic Reputation,
Employer Reputation
over 1,400
universities from
around the world
Webometrics
Quantitative analysis of
Internet and web
activity of educational
and scientific activities
Public knowledge shared, Web
contents Impact, Top cited
researchers, Top cited papers
over 5000
universities from
around the world
Google cholar
Citations
Rating of journalistic
activity and citations
Citations of authors
over 5000
universities from
around the world
UniRank
Rating of the
effectiveness of the use
of Internet resources
and the site
web metrics, the popularity
(number of likes or fans count) of
their main Facebook page, the
popularity (number of followers) of
their main Twitter page
13800
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The basic indicator of the QS World University Rankings is determined by the academic
reputation and the reputation of employees. Academic reputation makes up 40 % of the
overall evaluation of the educational institution. This shows the importance of positioning
information about the educational institution, its teaching methods, the results of research
work, other important information that allows, firstly, to integrate into the global
educational space, and secondly, to ensure the confirmation of intellectual property
through the publication of research results. So, QS World University Rankings confirms
the need to use digital technologies to ensure the most significant indicator for ranking an
educational institution – reputation.
The Webometrics world university ranking is the result of data analysis by the
Cybermetrics Lab research group, a resource of the Consejo Superior de Investigaciones
Sientíficas (CSIC). The rating uses web indicators, quantitative results of journalistic
activity, society’s access to information about education and scientific activity, indicators
of visualization of the presence of an educational institution in social networks, analysis
of organic issuance of domains of educational institutions’ sites, cyber network analysis.
One of the additional rankings that analyzes journalistic activity from the Cybermetrics
Lab group is Google Scholar Citations. It is appropriate to highlight the activity rating of
sites and social networks separately. The results of the rating are presented in the
Table 2.
Table 2.
The results of the rating are presented
№
Academic
Reputation
Overall
Score
Impact
Rank*
Openness
Rank*
Excellence
Rank*
Google
Scholar
Citations
Web
metrics
Facebook
University
Ranking
Twitter
UR
1
Massachusett
s Institute of
Technology
1
1
1
4
15
1,017
1
1,307
1,137
2
Cambridge,
United States
1
0,988
21
5
14
0,917
17
2,33
0,592
3
Stanford
University
1
0,985
3
2
4
1,496
1
1,411
0,729
4
University of
Oxford
1
0,984
0,911
12
4,267
0,832
5
Harvard
University
1
0,976
1
1
1
1,812
1
6,148
1,224
6
California
Institute of
Technology
(Caltech)
0,97
0,965
23
21
81
1,029
9
0,483
0,168
7
Yale
University
0,97
0,997
10
13
29
0,747
10
1,366
0,565
8
UCL
0,95
0,986
43
10
6
0,853
45
0,541
0.120
9
University of
Michigan
0,936
0,913
8
12
8
0,813
7
0,495
0,249
10
Imperial
College
London
0,932
0,922
6
69
10
0,621
81
0,401
0,137
* Webometrics
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Analyzing the rating indicators of the leading educational institutions in the world, a
function of directly proportional dependence of the university’s competitiveness on the
indicators selected for the formation of world ratings in the block of application of digital
technologies was developed. At the same time, for the formation of dependence, the
indicators were grouped into blocks, among which the following were selected: Academic
Reputation, Web-metrics, Social media metrics. As a result of these indicators, the
authors developed a structured control map of ratings of digital popularity of educational
institutions, based on the structural and functional scheme of indicators of
competitiveness – Figure 1.
In accordance with the developed structural and functional scheme of digital indicators of
the competitiveness of educational institutions, it is proposed to apply the function of the
dependence of competitiveness on indicators of the use of digital technologies, which
was developed by the authors, formula 1
 (1)
Where, GSC ‒ Google Scholar Citations,
SP ‒ Scopus publications,
WOSP ‒ WOS publications,
HI ‒ H-index,
GAR ‒ The number of requests to Google Adds,
SNV ‒ Number of site new visitors,
SV ‒ Number of site visitors,
SVi ‒ The number of site views,
LFb ‒ Number of likes in Facebook page,
FFb ‒ Number of fans count in Facebook page,
FT ‒ Number of followers of their main Twitter page,
i ‒ number of the analysis object,
n ‒ total number of sample objects.
Table 1 shows the accumulated results according to the indicators of the proposed
indicators of the best educational institutions. Based on the statistical data of the leading
world ratings of educational institutions, it is proposed to develop a control map of ratings
of the digital popularity of educational institutions. For this, it is necessary to reduce the
rating indicators to a single dimension. Some of the rating indicators that are publicly
available on the official sites of the rating organizations are presented in natural numbers,
for example, Academic Reputation (QS World University Rankings), Facebook University
Ranking (UniRank), Twitter UR (UniRank), Google Scholar Citations. Another part of the
indicators is represented by the places of educational institutions in the ratings: Impact
Rank, Openness Rank, Excellence Rank (Webometrix). To unify the evaluation
indicators, the authors propose to define an indicator of 1.00 places in the rating per unit.
Accordingly, each subsequent position in the rating will be lower by 0.01. Thus, for the
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formation of control maps of ratings of digital popularity of educational institutions, a table
of initial data was unified, which is presented in Table 3.
Figure 1. Structural and functional scheme of digital indicators of the competitiveness of
educational institutions
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Table 3.
Source data for the construction of control maps of ratings of digital popularity of
educational institutions
i
Academic
Reputation
GSC
ʃ SP; WOSP;
HI; GAR;
SNV; SV; SVi
FT
Groups of indicators
Impact
Rank
Openness
Rank
Excellence
Rank
1
1
1,017
1
1,307
1,137
1
0,96
0,85
2
1
0,917
0,83
2,33
0,592
0,79
0,95
0,86
3
1
1,496
1
1,411
0,729
0,97
0,98
0,96
4
1
0,911
0,88
4,267
0,832
1
0,92
0,87
5
1
1,812
1
6,148
1,224
1
1
1
6
0,97
1,029
0,91
0,483
0,168
0,77
0,79
0,19
7
0,97
0,747
0,9
1,366
0,565
0,9
0,87
0,71
8
0,95
0,853
45
0,541
0.120
0,57
0,9
0,94
9
0,936
0,813
0,93
0,495
0,249
0,92
0,88
0,92
10
0,932
0,621
0,19
0,401
0,137
0,94
0,31
0,9
To analyze the initial data, a correlation analysis of the ratio of indicators was carried out.
The results of the analysis are presented in the Table 4.
Table 4.
Results of correlation analysis of indicators of digital popularity of educational institutions
i
AR
GSC
ʃ SP; WOSP; HI; GAR; SNV; SV;
SVi
ʃFFb;
LFb
FT
AR
0,62
-0,311
0,644
0,808
GSC
0,62
-0,154
0,656
0,653
ʃ SP; WOSP; HI;
GAR; SNV; SV; SVi
-0,311
-0,154
-0,24
0,556
ʃFFb; LFb
0,644
0,656
-0,24
0,737
FT
0,808
0,653
0,556
0,737
As a result of the analysis, we have a high degree of correlation between Academic
Reputation indicators and indicators of journalistic activity and positioning in social
networks. However, the Academic Reputation indicator is weakly correlated with web
activity indicators.
We will conduct a correlation analysis of the ratio of the resulting indicator of the overall
QS rating to the selected indicators. The results of the correlation analysis are presented
in Table 4.
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Table 5.
The results of the correlation analysis of the final place in the rating for the selected digital
indicators
AR
GSC
ʃ SP; WOSP; HI; GAR;
SNV; SV; SVi
ʃFFb; LFb
FT
K
0,8
0,4
0,5
0,4
0,7
So, because of the correlation analysis, a high level of interdependence of indicators to
the final place in the consolidated rating was determined, which confirms the hypothesis
about the significant impact of digital indicators on the competitiveness of educational
institutions.
As a result of the analysis, it is proposed to form a control map of ratings of the digital
popularity of educational institutions. For this, we will use groups of indicators Impact
Rank, Openness Rank, Excellence Rank. The statistical data summarized for these
groups of indicators are presented in the diagram of Figure 2.
Figure 3. Control map of ratings of digital popularity of educational institutions
In Figure 3 presents a control map formed by groups of digital activity indicators of the
world’s leading educational institutions. The yellow line of the "average indicator" defines
the border between satisfaction with the use of digital technologies in educational
institutions (above the average) and the need to find management mechanisms for the
introduction of digital technologies in the educational process and the positioning of the
educational institution (below the average). This control map can be used to determine
0
0,2
0,4
0,6
0,8
1
1,2
1 2 3 4 5 6 7 8 9 10
Impact Rank Openness Rank Excellence Rank Average
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the positions and projection of prospects for the development of digital technologies in an
educational institution for ensuring its competitiveness.
5. Discussion
Digital technologies are actively being implemented in all spheres of people’s lives. The
development of digital technologies is closely related to the development of science and
technology, and the needs of modern business in digital specialists and specialists of
other specialties who have qualifications and skills in the use of digital technologies
determine new requests for the education system (Adonis and Drira, 2007; Bautista-
Puig, Orduña-Malea and Perez-Esparrells, 2022). The research hypothesizes that one of
the key factors in ensuring competitiveness is the use of digital technologies in the
education system.
To confirm the hypothesis, the leading world rankings of educational institutions were
analyzed (Tutterow, and Evans, 2016; McCoy, Nelson and Weigle, 2018). Scientists note
the role of ratings in the education system as an important factor of competitiveness.
Because, firstly, the ratings form an unbiased and objective result of the assessment of
the quality of the provision of educational services in accordance with the needs and
demands of society. Secondly, the ratings indicate to educational institutions the most
urgent tasks that must be performed by managers in order to ensure competitiveness
(Markpin, Premkamolnetr, Ittiritmeechai, Wongkaew, Yochai, Ratchatahirun, Lamchatur
apatr, Sombatsompop, KanokNukulchai, Inn Beng and Sombatsompop, 2013; Doğan &
Al, 2019). Based on the analysis of the leading world ratings, the authors proposed the
introduction of a system of indicators characterizing the level of application of digital
technologies as a factor of ensuring competitiveness.
Digital indicators, their implementation and impact on the quality of the educational
process are a debatable topic among scientists (Jabnoun, 2009; Waheeduzzaman, 2007;
Aranguren and Magro, 2020), however, it is worth noting that most scientists are inclined
to the opinion that the introduction of digital technologies is directly proportional to the
competitiveness of an educational institution. The research confirmed the hypothesis of
directly proportional dependence of the selected indicators on the rating indicators of
educational institutions, which was proved by the quantitative results of correlation
analysis of static data of QS World University Rankings, Webometrics, Google Scholar
Citations and UniRank ratings.
As a result of the study, it was proposed to use a control map of ratings of the digital
popularity of educational institutions, which can be used in the management system of
the competitiveness of educational institutions by determining the level of effectiveness
of the use of digital technologies to create the image, reputation and positioning of the
educational institution in accordance with public needs.
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6. Conclusion
The study analyzed and systematized trends in the development of the education system,
determined the important role of digital technologies in ensuring the competitiveness of
educational institutions. With the purpose to confirm the hypothesis about the role of
digital technologies in ensuring the competitiveness of educational institutions, the
leading world rankings of educational institutions were analyzed and indicators that could
affect competitiveness were determined. The hypothesis was confirmed by conducting a
correlation analysis of the relationships between the indicators and the final ratings.
Analyzing the rating indicators of the leading educational institutions in the world, a
function of directly proportional dependence of the university’s competitiveness on the
indicators selected for the formation of world ratings in the block of application of digital
technologies was developed. At the same time, for the formation of dependence, the
indicators were grouping into blocks, among which the following were selecting:
Academic Reputation, Web-metrics, social media metrics. Based on these indicators, a
structured control map of ratings of digital popularity of educational institutions was
developed, based on the structural and functional scheme of indicators of
competitiveness.
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