Figure 1
Managing the impression of a academic lecture's –components.
Source: Authors’ own study.
Table 1
Methodical structure
| Theoretical background | Indicator | Factors |
|---|---|---|
| Ciobǎnicǎ 2013 Blackmore 2016 Cybel-Michalska 2019 Elliot & Reis 2003 | Scientific prestige: Prestige in the academic field Age of achievements |
|
| Baumeister & Leary 1995 Jones & Pittman 1982 | Image creation: Social image Self-promotion |
|
| Pekdoğan 2019 Czarniawska 2010 Morgan 1986 | Image of the scientist: Metaphors and narrations Labels |
|
[i] Source: Authors’ own study
Table 2
Descriptive statistics of participants
| Variable | Value | n | % |
|---|---|---|---|
| Sex | Female | 159 | 78.3 |
| Male | 44 | 21.7 | |
| Group | Lecturer | 54 | 26.6 |
| Student | 149 | 73.4 | |
| Title | MA | 55 | 27.4 |
| PhD | 19 | 9.5 | |
| Does not have | 122 | 60.7 | |
| Professor | 5 | 2.5 | |
| Dyscypline | Psychology | 117 | 60.6 |
| Management | 46 | 23.8 | |
| Philologies | 9 | 4.7 | |
| Others | 12 | 6.2 | |
| Logistics | 9 | 4.7 |
[i] Source: Authors’ own study
Table 3
Correlation analysis of prestige, image creation, the image of a scientist
Figure 2
Mean of prestige, image creation, the image of scientist and for prestige (direct question) in groups with different scientific titles. Source: Authors’ own study
Table 4
Means of prestige, image creation, the image of scientist and for prestige (direct question) in groups with psychology and management
| Prestige | Image creation | Image of scientist | Prestige - 3 | ||
|---|---|---|---|---|---|
| Lecturer | Psychology | 3,26 | 3,16 | 2,91 | 7,18 |
| Management | 3,32 | 2,90 | 3,00 | 8,33 | |
| Total | 3,26 | 3,13 | 2,92 | 7,29 | |
| Student | Psychology | 3,01 | 3,00 | 2,83 | 7,53 |
| Management | 3,09 | 3,31 | 2,91 | 7,07 | |
| Total | 3,03 | 3,10 | 2,85 | 7,38 | |
| Total | Psychology | 3,07 | 3,04 | 2,85 | 7,44 |
| Management | 3,10 | 3,29 | 2,91 | 7,15 | |
| Total | 3,08 | 3,11 | 2,87 | 7,36 |
[i] Source: Authors’ own study
Table 5
Results of multivariable two-way analysis of variance in 2 × 2 scheme
| Source | Dependent variable | df | F | Significance | Observation power |
|---|---|---|---|---|---|
| GROUP_1 | PRESTIGE | 1 | .800 | .372 | .144 |
| IMAGE_CREATION | 1 | .346 | .557 | .090 | |
| IMAGE_SCIENTIST | 1 | .153 | .696 | .067 | |
| PRESTIGE_2 | 1 | .597 | .441 | .120 | |
| GROUP_2 | PRESTIGE | 1 | .062 | .804 | .057 |
| IMAGE_CREATION | 1 | .016 | .900 | .052 | |
| IMAGE_SCIENTIST | 1 | .129 | .720 | .065 | |
| PRESTIGE_2 | 1 | .346 | .557 | .090 | |
| GROUP_1* GROUP_2 | PRESTIGE | 1 | .001 | .974 | .050 |
| IMAGE_CREATION | 1 | 1.617 | .205 | .244 | |
| IMAGE_SCIENTIST | 1 | .000 | .987 | .050 | |
| PRESTIGE_2 | 1 | 1.858 | .175 | .273 |
[i] Source: Authors’ own study
Table 6
Results of regression analysis
| B | Standard error | Beta | T | df | ||
|---|---|---|---|---|---|---|
| 1 | Constant | 5.163 | .653 | 7.910 | .000 | |
| PRESTIGE | .575 | .174 | .261 | 3.301 | .001 | |
| IMAGE_CREATION | −.181 | .225 | −.070 | −.807 | .421 | |
| IMAGE_SCIENTIST | .342 | .205 | .131 | 1.671 | .096 |
[i] From 0 – definitely not prestigious, to 10 – definitely prestigious.
[ii] Source: Authors’ own study
| Question |
| His/her scientific achievements (number of publications) |
| His/her scientific achievements (prestige of publications) |
| The knowledge he has |
| Ability to transfer knowledge to students |
| Seniority |
| Academic title |
| Functions performed at the University |
| Exercising power in the University |
| Performing functions in prestigious non-university organizations |
| Awakening cognitive curiosity in students |
| Image |
| Dress code |
| Academic PR |
| Functioning in social media |
| Personal charm |
| High demands on students |
| Circulating opinions among other students |
| Media appearances |
| Creating an image by lecturers is important to them. |
| Lecturers are focused on creating their personal brand. |
| Students are impressed by the lecturer who cares about his image. |
| Lecturers promote each other among students. |
| Lecturers take care of their image in order to impress students. |
| Lecturers are associated with characters present in culture, i.e., a sorcerer, a mad scientist. |
| A scientist is more interesting when he spreads an atmosphere of mystery around him. |
| A scientist who has respect among students must be demanding. |
| PRESTIGE | α Cronbacha, after deleting an item |
|---|---|
| His/her scientific achievements (number of publications) | .776 |
| His/her scientific achievements (prestige of his publications) | .775 |
| The knowledge he has | .806 |
| Ability to transfer knowledge to students | .814 |
| Seniority | .780 |
| Academic title | .757 |
| Functions (positions) held at the University | .744 |
| Exercising power in the University | .752 |
| Performing functions in prestigious non-university organizations | .760 |
| Circulating opinion among other students | .809 |
| α = 0.797 / 0.848 | |
| IMAGE CREATION | |
| Lecturers take care of their image in order to impress students | .821 |
| Image | .811 |
| Dress code | .806 |
| Academic PR | .815 |
| Functioning in social media functioning in social media | .815 |
| Media appearances | .829 |
| Creating an image by lecturers is important to them | .832 |
| Lecturers are focused on creating their brand | .834 |
| Students are impressed by a lecturer who cares about his image | .809 |
| Lecturers promote each other among students | .826 |
| α = 0.835 | |
| IMAGE OF SCIENTIST | |
| Awakening cognitive curiosity in students | .597 |
| Personal charm | .545 |
| High demands on students | .512 |
| Lecturers are associated with characters present in culture, i.e., a sorcerer, a mad scientist | .518 |
| A scientist is more interesting when he spreads an atmosphere of mystery around him. | .510 |
| A scientist who has respect among students must be demanding | .516 |
| α = 0.581 / 0.598 |