Students as global citizens: strategies for mobilizing studies abroad

Sison, Marianne D.; Brennan, Linda

doi:10.1080/08841241.2012.736884

Cited by 14 publications

(12 citation statements)

References 38 publications

(34 reference statements)

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“…In line with Sison and Brennan (2012), Williams and Omar (2013), and Duesterhaus & Duesterhaus (2014), the results of the present study confirm that higher education institutions invest in marketing activities online. When it comes to social media, European and North American universities and colleges opened accounts in social media networks (in average: EU-1.91; US-1.88), content sharing platforms (in average: EU-1.81; US-2.38), and microblogs (in average: EU-1.00; US-1.18).…”

Section: Discussionsupporting

confidence: 90%

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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Section: Discussionsupporting

confidence: 90%

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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“…Business organizations are also placing increased value on college students' study abroad experiences (Trooboff et al, 2008). SAPs may provide benefits to countries as well, such as greater opportunities to enter global markets or to develop better international relationships (Sison & Brennan, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A recent survey of study abroad alumni indicates that they found entry-level positions sooner and more often in their chosen fields, while also earning higher starting salaries (Cook-Anderson, 2013). In addition to students, SAPs also benefit countries (Sison & Brennan, 2012) by providing greater opportunities for international trade, greater capacity to develop international relationships and greater levels of understanding of cultural differences.…”

Section: Introductionmentioning

confidence: 98%

“…Sison & Brennan, 2012;Wright & Clarke, 2010). With increasing global economic interdependence, employers are placing increased value on studying abroad (Trooboff, Vande Berg, & Rayman, 2008).…”

Section: Introductionmentioning

confidence: 98%

“…These barriers make the study abroad decision-making process challenging for many undergraduates. While the importance and benefits of SAPs for undergraduates are well documented (e.g., Cook- Anderson, 2013;Sison & Brennan, 2012), more research is needed to address methods for increasing student participation (Garver & Divine, 2007).…”

Section: Introductionmentioning

confidence: 98%

See 2 more Smart Citations

Individual attitudes and social influences on college students’ intent to participate in study abroad programs

Wang

Gault

Christ

et al. 2016

Journal of Marketing for Higher Education

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Participation in study abroad programs (SAPs) is widely viewed as offering important professional and personal benefits for college students. This study applies the Theory of Reasoned Action [Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.] as a theoretical framework to better understand how undergraduate students' individual attitudes and subjective norms from three social groups (family, friends and professors) impact their intent to participate in SAPs. Surveys were conducted at three public and private universities in the USA and Taiwan. The results suggest that both individual attitudes and subjective norms are influential factors for college students, and the effects are dependent on the type of SAPs. The current research offers several additions to the SAPs literature. Also, the results offer new insights for higher education and other institutional managers for increasing student participation in SAPs. ARTICLE HISTORY

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Investigating the Value of a Peer-To-Peer Mentoring Experience

Griffiths

Kopanidis

Steel

2018

Australasian Marketing Journal

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Globalization of business skills has become critical as employers have a requirement for culturally adaptable marketing and business graduates who are “work ready” in either Australia or overseas. These students must have both discipline knowledge and soft skills including cultural competence. How students develop intercultural skills at university is discussed. Given that more than ninety percent of local university students do not participate in academic offshore experiences, a focus is on the internationalization-at-home activities that universities offer. This study looks at cross-cultural peer-to-peer mentoring. A paucity of research on the effect of these experiences further enhances the relevance of this topic. This research investigates whether Australian marketing and business students who undertake a cross-cultural peer-to-peer mentoring experience “at home” become more cross-culturally adaptable. A quasi experimental pre and post-test survey shows that this method of an “at home” cross-cultural experience has a significant effect on four of the cultural dimensions. They are Flexibility/Openness, Personal Autonomy, Perceptual Acuity and Fulfilment. This means that as a result of this study, the recommendation for future peer-to-peer mentoring experiences would be to specifically target these significant dimensions as part of the peer-to-peer mentoring agenda. The focus of their agenda on these dimensions would allow peer-to-peer mentors of different ethnicities and those mentors who are Australian born but who mentor students from different countries, to be confident that their work was directly attributable to increasing their mentees’ and their own cross-cultural adaptability. It shows that cross-cultural mentoring for marketing and other business students in an “at home” setting is an important part of preparing business and more specifically marketing students for the challenges of the global workplace.

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Students as global citizens: strategies for mobilizing studies abroad

Cited by 14 publications

References 38 publications

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

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

Individual attitudes and social influences on college students’ intent to participate in study abroad programs

Investigating the Value of a Peer-To-Peer Mentoring Experience

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