Productive Manipulation as an Element of University Advertising Discourse: Pragma-Axiological Analysis

The article is devoted to the pragma-axiological and partial psycholinguistic analysis of advertising videos of US universities in order to identify the productive manipulative potential of modern advertising university discourse. The relevance of the study is due to both extralinguistically — the great demand for quality education in the modern world, and linguistically — by the study of the processes of productive speech manipulation as one of the fundamental components of quality communication. The novelty of the research is seen in a qualitatively new pragma-axiological approach to the study of discourse and the value component of the suggestive influence exerted by this discourse. The author’s method of conducting pragma-axiological and partial psycholinguistic analysis, used to identify the pragma-axiological charge of the discursive space and its manipulative potential is presented in the article. Particular attention is paid to the interdependence of the addressee’s value-evaluative attitudes, the lexical units-verbalizers of these attitudes, their pragma-axiological charge and the suggestive (productive manipulative) impact provided. The results of the frequency analysis of part-of-speech indicators and the coefficients of discourse emotivity that depend on them are presented. The results, gained in the framework of the pragma-axiological analysis, are confirmed by the coefficients of the emotiveness of the discourse under study, obtained in the course of a partial psycholinguistic analysis. The key axiological components of productive speech manipulation in the modern advertising university discourse of US universities are presented.

American University Discourse in the COVID-19 Pandemic: Multimodal Aspect

American University Discourse in the COVID-19 Pandemic: Multimodal AspectThis paper examines the transformations that have taken place in the multimodal representation of American university discourse during the COVID-19 pandemic. The first part of the paper investigates how the traditional realization of American university discourse has changed during the coronavirus pandemic. The second part of the paper focuses on the structure, content, role, and characteristic features of the multimodal texts which have been created by American universities as social institutions and have been published on their websites and social media accounts during the pandemic. Overall, it is assumed that during the pandemic the content of the analyzed texts has gradually changed from active propaganda for complete isolation at home to the cautious promotion of reconnecting in a secure surrounding on campus. Amerykański dyskurs uniwersytecki w pandemii COVID-19: aspekt multimodalnyAutorka analizuje przemiany, które zaszły w multimodalnej reprezentacji amerykańskiego dyskursu uniwersyteckiego podczas pandemii COVID-19. W pierwszej część artykułu bada, jak tradycyjna realizacja amerykańskiego dyskursu uniwersyteckiego zmieniła się podczas pandemii koronawirusa. W drugiej części artykułu skupia się na strukturze, treści, roli i charakterystycznych cechach tekstów multimodalnych, które zostały wytworzone przez amerykańskie uniwersytety jako instytucje społeczne i opublikowane na własnych stronach internetowych i kontach w mediach społecznościowych w czasie pandemii. Na podstawie analizowanych tekstów autorka zauważa, że ich treść zmieniała się stopniowo: od aktywnego propagowania całkowitej izolacji w domu do ostrożnego promowania ponownego łączenia się w bezpiecznym otoczeniu na terenie kampusu.

Domestication strategy in rendering lexical and phraseological units in American university discourse: Stylistic aspects

The article aims at disclosing stylistic aspects of the domestication strategy representation and establishing correlations between domestication translation strategy and ways of English-Ukrainian translation of lexical and phraseological units in American university discourse based on the novel The Secret History by Donna Tartt and its Ukrainian translation by Bohdan Stasiuk. A comparative, stylistic, contextual and translation analyses of the source and target texts were employed. The research argues that in order to minimise the number of foreign elements in the target text, to make it more comprehensible for the reader the notion of domestication is applied in the translation. The study singles out six groups of lexical and phraseological units in the ST domesticated in the Ukrainian translation (idioms, phrasal verbs, colloquial vocabulary (slang and vulgarisms), interjections, proper nouns and stylistically neutral vocabulary) and means of their domestication in the TT (translation by means of stylistic equivalents, stylistic translation transformations of expressivation and logisation). According to the obtained results, the prevailing ways of representation of domestication strategy in the Ukrainian translation of American university discourse are translation by means of stylistic equivalents predominantly used for reproducing ST idioms, phrasal verbs, interjection, colloquial vocabulary and domesticated proper nouns; stylistic translation transformation of expressivation (applied to stylistically neutral ST vocabulary) and logisation (several phraseological units).

Changing meanings of university teaching: the emotionalisation of academic culture in Russia, Israel and the US

In this study, we reflexively focus our gaze on the global shift toward the emotionalisation of academic culture, taking the perspective of a university institution and its staff. We argue that emotional consumerism is fundamental to the current condition of academic teaching; it is embedded in its institutional agenda and shapes faculty’s subjective experiences. Our ethnographic analysis reveals also that understanding emotional academic capitalism requires a cross-cultural lens. Thus, we probe the meanings of teaching in three academic contexts – Russia, Israel and the US – tracing how local neoliberalism, cultural emotional communicative scripts and educational traditions, as well as political cultures, shape the emotionalisation of university teaching differently. Academic teaching in the US appears as care combined with fear; teaching in Israel is articulated as a therapeutic power struggle; while in Russia, teaching is interpreted as a peculiar combination of authoritative impersonalised services. This juxtaposition exposes different local manifestations of neoliberal emotional university discourse that merges therapeutic logic and its emotional language, reconfigures hierarchical relations, and integrates national political ethos into the act of teaching.

O processo de empresarização e o discurso da universidade empreendedora: Uma análise da Universidade Federal de Pelotas (UFPel)

This article aims to discuss the growing influence that the business model has had on humans and their organizations, a consequence of a process called world's enterprisation. In this study, we opted for a look at the university, from the analysis of a specific discourse that, with the neoliberalism intensification, has been strongly disseminated: the discourse of the entrepreneurial university. From this perspective, sought to problematize how the enterprisation process has influenced the construction of the discourse of the entrepreneurial university at the Pelotas Federal University (UFPel), from the realization of a qualitative research, descriptive, which used the case study as a technique. The results from the analysis of the managers' perceptions and practices evidenced at UFPel, show that the entrepreneurial university discourse is based on different discursive practices that make constant reference to the enterprise knowledge-power. This practices reinforce the need to consolidate a flexible and efficient university (in enterprising terms), whose performance should foster innovation and economic development, by encouraging the creation of new businesses, new products or any solution that can transform knowledge into something that generates value.

University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features

This paper explores university discourse as a conceptual-communicative macrostructure that verbally represents international organizations’ and universities’ policies and activities to support youth’s sustainable development to support youth’s sustainable development amidst COVID19. The materials include universities’ official site information and higher education-related data from international organizations regarding universities’ activities during the pandemic. The textual corpus from 172 universities from Africa, Asia, Europe, North and Latin America, Oceania, as well as 164 documents with essential international institutional affiliations, were explored. The methodology combined qualitative and quantitative tools, theoretical, and empirical analysis. Data processing rested on thematic content analysis. Manual and computer-based coding techniques were applied. The analysis made it possible to identify major concepts and their constituents which form a verbally expressed conceptual macrostructure of university knowledge and action in fostering youth’s sustainability during pandemics. The findings revealed some standard features within universities communication dimensions, on the one hand, and some specific to Russian universities on the other. Differences between universities and international organizations concerning communication focus were also identified. The research findings result in tentative recommendations to bridge Academia, University, and Society in efforts to foster youth’s status and sustainability in contemporary civilization.

SUSTAINABILITY COMPETENCIES FROM THE UNIVERSITY DISCOURSE

The subject of the research is focused on identifying the conditions that determine university’s specific response to sustainable development, as well as on identifying the characteristics of a transformative university, and the obstacles in the process of creating a sustainable university. Given the importance of educating the future decision makers, the paper is particularly focused on the problems and the possibilities for developing the competencies for sustainable development within the higher education. The originality of the paper is found in its wholesome overview of the universities’ response to the sustainable development challenge and in the identification of possible barriers that the universities face when striving to sustainability. The special value of the paper is in the analysis of the models for sustainable development competencies which should help to further understand these models and the possibilities for their application in university’s teaching practice.