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Social network sites in general, and Facebook in particular, allow users with common interests to meet, share ideas, and collaborate, creating new forms of informal learning. In order to understand and eventually take advantage of the many benefits that Facebook can bring to the academic world, we need to study its adoption process. The objective of this article is to identify the factors that may motivate university students to adopt and use Facebook as an educational tool. We aim to contribute to the existing literature by adding a unique approach to examine this question, incorporating theories and constructs from the well-developed technology acceptance theory. According to our results, Performance Expectancy of Students is the most important factor on predicting the Behavioral Intention to Use Facebook for academic purposes, followed by Appropriateness for Academic Setting and Compatibility With Academic Work.

Life expectancy around the globe has been steadily increasing and the challenges that stem from aging populations are too complex for the governments alone to shoulder. Companies can play a significant role in combating the economic and social costs of an aging society through their Corporate Social Responsibility practices. In this article, we propose the Acknowledge‐Grow‐Embrace (AGE) framework as a model that can be used by companies to take advantage of the diversity of thought, experiences, and skills of an age‐diverse workforce, creating a sustainable and socially responsible workplace. In this model, Acknowledging that an organization may be practicing or allowing ageism activities and structures to persist in the firm is the first step that should be taken. Next, corporations should Grow their understanding of the different forms and levels of ageism present in their companies and begin to install systems that prevent age bias to finally Embrace employees of all ages and encourage them to share their knowledge and leverage their potential.