Social media's use in postgraduate students' decision-making journey: an exploratory study

Galan, Mianda; Lawley, Meredith; Clements, Mike

doi:10.1080/08841241.2015.1083512

Cited by 78 publications

(65 citation statements)

References 36 publications

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“…Social networks improve the quality of the relationships that educational institutions establish with students, because they enhance the effectiveness of communication strategies (Clark et al, 2017;Peruta and Shields, 2017). Similarly, some authors have examined the role played by social networks in the recruitment and retention of students by educational institutions (Constantinides and Zinck Stagno, 2011;Galan et al, 2015). These authors noted that the combination of asynchronous communication tools, such as Facebook, and face-to-face classes, fostered student-institution engagement (Northey et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The effect of cognitive absorption on marketing learning performance

Guinaliu-Blasco

Ortega

Franco

2019

SJME

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Purpose The purpose of this paper is to analyse the individual’s experience during the use of Pinterest in a marketing learning process. This experience is a fundamental starting point from which to develop marketing learning processes that flow naturally. Thus, it is necessary to examine the components that determine the individual’s experience and to explore consequences such as collaborative learning and marketing learning performance. Design/methodology/approach To conceptualise the individual’s experience, this study focuses on her/his state of cognitive absorption (CA) and establishes a second-order formative structure made up of five components: heightened enjoyment, curiosity, control, temporal dissociation and focused immersion. The model is estimated with partial least squares modelling, using SmartPLS 2.0 software. Findings The results confirm the significant weights of the components, with the exception of focused immersion, and support the influence of overall CA on the proposed outcomes. They also confirm that collaborative learning exerts a positive influence on the individual’s performance. Originality/value This study makes three contributions. First, it holistically examines the individual’s experience during marketing learning and the importance of its constituent components. Second, it establishes what the consequences of the marketing learning experience are, taking into account both social and individual factors, that is, collaborative learning and individual performance. Third, Pinterest is proposed as a social network with great potential in marketing learning. It is a well-known network which includes very interesting features for learning contexts. Nevertheless, it has been little studied in research.

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Section: Introductionmentioning

confidence: 99%

The effect of cognitive absorption on marketing learning performance

Guinaliu-Blasco

Ortega

Franco

2019

SJME

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“…Universities are increasingly using social media channels for branding purposes (Constantinides & Zinck Stagno, 2011;Belanger, Bali & Longden, 2014;Galan, Lawley & Clements, 2015). According to the research of Davis, Deli-Amen, Rios-Aguilar, Gonzalez-Canche and Sacramento (2012), Universities may benefit, 1) in delivering useful information about the institution; 2) in strengthening the student-to-student interaction, the student engagement, and involvement in campus life, and 3) building the campus community.…”

Section: Introductionmentioning

confidence: 99%

Social Media as a Marketing Tool for European and North American Universities and Colleges

Motta

Barbosa

2018

Journal of Intercultural Management

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Objective: The purpose of the following study is to examine the approach to social media of European and North American higher education institutions ranked in the Top100 on the 2017 Academic Ranking of World Universities (ARWU). Data regarding the number of publications and the number of followers of each social media were analysed. Methodology: The present study is quantitative in nature. The sample consisted of the European and North American universities and colleges listed in the Top 100 of the ARWU 2017: in total, 48 institutions in the United States and 35 in Europe were identified. To analyse the official social media sites used by each higher education institution, the links presented on the Homepage of the universities’ website were followed. Data was collected between the 27nd of August and the 2nd of September 2018. Two different types of variable groups were defined: 1) the number and type of Universities’ publications, and 2) the number of followers on each social media. For benefit of the research the authors considered Facebook, LinkedIn, Google+, Weibo and VKontakte as social networking sites; Instagram, Pinterest, Flickr and Snapchat, as photo sharing platforms; Youtube, and Vimeo as video sharing platforms, and finally Twitter and Tumblr as microblogs. Findings: European and North American universities and colleges invest in marketing activities in social media. Regarding the number of social networking sites, content sharing and microblogging platforms no significant differences were found between means of the two independent samples. The most popular social media used are Facebook and Twitter ex-aequo, followed by Youtube, Instagram and LinkedIn. Concerning the number of publications on these media, significant differences by region are present for the variable number of photos and videos on Facebook, number of Instagram posts, and tweets. Furthermore, on all the prominent social media, North American universities and colleges benefit from a substantial higher number of followers than their counterpart. European users favour Facebook, LinkedIn, Twitter, and only then Instagram. Participation in G+ is marginal. In the United States the preferred social media are Facebook, LinkedIn, G+, Twitter, and Instagram. Regarding user engagement, measured by the number of followers, equality of means between the two independent samples were found for Facebook, Pinterest, Flickr and Youtube. Differences exist for the social media: LinkedIn, G+, Instagram, and Twitter. G+ is quite popular in the United States, but not in Europe, and Twitter attracts visibly more followers too. Value Added: The contribution of this research paper consists in better understanding, from a quantitative point of view, differences between the use of social media as a marketing tool by the European and North American higher education institutions listed in the Top100 of the ARWU 2017. Regional differences exist, even though universities and colleges compete on a worldwide basis. Recommendations: From an academic perspective, a qualitative study approach is advised to better understand the concurrence of the number of publications and followers on the different social media, since significant Pearson correlations between variables were identified. As practical implications, marketers from the European higher education institutions should invest more in posts, uploads and tweets. For both regions, the social networking site LinkedIn has been neglected, despite the high number of followers.

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“…When applying to schools, virtual tours and social media aid in their decision-making process. Incoming students use social media to see what life is like on campus, to learn about events, and to read reviews by current students (Galan, Lawley, & Clements, 2015). To stay informed and engaged with the campus community, current students may follow multiple social media accounts belonging to an institution.…”

Section: Who "Likes" Your Library?mentioning

confidence: 99%

Diversity and Inclusion

Black

2019

Advances in Library and Information Science

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The academic library profession has discussed the importance of diversity and inclusion, but has yet to explore their intersection with social media marketing. Given changing demographics and an increase in activism on college campuses, libraries must produce social media content that resonates with underrepresented groups. This chapter introduces strategies for effectively incorporating diversity and inclusion into social media and advice on avoiding mistakes. The author examines social media use at her library and lessons learned from a campaign that received criticism. The chapter concludes with challenges to practicing diversity in social media, including recruiting diverse staff and discrimination that emerges from new social media technologies.

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Social media's use in postgraduate students' decision-making journey: an exploratory study

Cited by 78 publications

References 36 publications

The effect of cognitive absorption on marketing learning performance

The effect of cognitive absorption on marketing learning performance

Social Media as a Marketing Tool for European and North American Universities and Colleges

Diversity and Inclusion

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