Yuriy Danko

Integrated marketing communication (IMC) is an effective marketing practice in the age of social media. IMC builds customer relationships and enhances brand value by integrating information from multiple channels and strengthening user interaction. The purpose of this study is to present the development process, current hotspots, and future trends of IMC research. Moreover, it explores the characteristics and patterns of IMC research. First, this paper shows the annual literature volume, leading countries, journals, and authors in IMC research through bibliometrics. Then, five hot research topics are identified through keyword co-occurrence analysis, namely IMC theory and models, brand communication, media research, customer research, and marketing strategy. From 1991 to 2020, IMC research is divided into five phases, each of which is related to the enhancement of user interaction. Future IMC research will continue to be user-centered, and IMC research will continue with social media and branding, as well as research on other topics that can further enhance user interactions. This paper also finds that the characteristics of the concept of IMC itself lead to a constant renewal of its connotations, which is one of the reasons why scholars cannot reach a consensus on the concept of IMC.

Acknowledgments
We thank Associate Professor Zhenkun Cui of Henan Institute of Science and Technology for his valuable comments during the writing and revision of this paper. The following research projects supported this study: (1) Henan Provincial University Humanities and Social Sciences Research Project No.2022-ZDJH-0099; (2) Henan Provincial University Humanities and Social Sciences Research Project No.2022-ZZJH-158; (3) Henan Province Social Science Planning Project No. 2021BZZ004; and (4) Xinxiang Social Science Federation Research Project No. 2021-167.

The full-scale aggression unleashed by the russian invaders against Ukraine on February 24, 2022, became an unexpected horror that struck the life of this European country. The war radically changed absolutely everything and for everyone. It has crippled the fate of millions of innocent people, claimed the lives of tens of thousands.
The crazy decisions of the russian leadership and the influx of its hordes have turned a huge number of Ukrainian cities and towns into hell. Destroyed or damaged urban infrastructure, homes and businesses, hospitals and schools.
These monsters did not spare the universities either.

In the post-war reconstruction of Ukraine, agricultural universities will provide the state with specialists capable of implementing the seamless integration of “green” benchmarks. The full-scale war has not only threatened the sustainable operation of all spheres of higher education institutions but also forced them to look for new ways of adaptation and development. This study aims to assess the readiness of higher education institutions in the agrarian sector to meet the personnel needs of the state in the medium-term of post-war reconstruction. The paper used a group of parameters with specific indicators: education (change in the number of graduates at the Bachelor’s and Master’s educational levels, the ratio of publicly-funded and fee-based education seekers, changes in the average entrance score), science (change in the number of articles published in Scopus and the corresponding h-index, the number of Erasmus grants received, the amount of budget funding for science), recognition (academic ranking of higher education institutions by the Webometrics and Top-200 Ratings), and financing (estimated amounts of funding from the general and special fund, and their ratio). The study offers a unique approach to calculating the Integrated Sustainability Index of higher education institutions. This index clearly illustrates how efficiently 15 agricultural higher education institutions have adapted to wartime transformations. For example, Sumy National Agrarian University and Lviv National Natural Resource Management University have this index exceeding 30%. The study draws attention to the problematic areas of university activity during the war and suggests extending the valuable experience of Sumy National Agrarian University.

Acknowledgment
The authors are grateful to the Armed Forces of Ukraine, who are liberating the territory of Ukraine at the cost of their own lives, as well as to Ukrainian farmers, who, despite the war, are doing everything possible to prevent a food crisis in the world.
This study is co-funded by the European Union through the European Education and Culture Executive Agency (EACEA) within the project “Europeanisation of Doctoral Studies in Line with the Innovative Doctoral Training Principles in Europe: Towards a Common Future” 101083493 - EDOCS - ERASMUS-JMO-2022-HEI-TCH-RSCH https://edocs.snau.edu.ua/en/

Every year, the problem of the third mission of a university is popularized in scientific discourse. The social responsibility of higher education institutions in the conditions of the war between russia and Ukraine and the post-war period is to overcome the multidirectional tasks of higher education, concentrate and strengthen efforts to implement social projects, expand directions for the development of interaction between universities and territorial communities, improve the quality of research to restore the state economy and its development. Therefore, there is a need to rethink the ways of direct and indirect influence on society, the country in particular. The purpose of this paper is to determine the level of awareness and readiness for interaction between the university and the community. The study was conducted from January to June 2020 with the participation of 1,050 respondents from 25 regions of Ukraine. According to the conducted survey, the majority of respondents believe that universities should contribute to the development of the community and note the mutual benefit of university-community interaction for universities and local communities. However, the survey results also showed a low participation experience combined with the willingness to participate in activities offered by higher education institutions. Due to the full-scale war, which fundamentally changed the conditions and affected the efficiency of both universities and most communities, the choice of a community involvement model within the third mission of a university, taking into account the pre-war readiness of universities for a productive community and modern military challenges, remains relevant.

Acknowledgment
This contribution is prepared in the framework of the realization the Erasmus+ KA 2 CBHE project “Universities-Communities: Strengthening Cooperation” (Grant Agreement 101083077) and with the support and funding under Researchers at Risk Fellowships Programme led by the British Academy in partnership with the Academy of Medical Sciences, the Royal Academy of Engineering, the Royal Society and Council for At-Risks Academics (CARA). The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.

The war in Ukraine has been ongoing for 10 years, reshaping the lives of people, communities, institutions, and worldviews. The occupation of Crimea and significant parts of the Donetsk and Luhansk regions in 2014 marked the first wave of shocks for Ukraine's higher education system. The massive relocation of universities from these regions signaled the beginning of a new reality. During this time, frontline regions actively demonstrated their dedication to Ukraine.
Universities transformed into volunteer hubs, collecting supplies, provisions, and protective equipment for the front. Students, faculty, and other staff became volunteers and joined the war effort.