Students' Attitudes on Social Network Sites and their Actual Use for Career Management Competences and Professional Identity Development

Starčič, Andreja Istenic; Barrow, Margaret; Zajc, Matej; Lebeničnik, Maja

doi:10.3991/ijet.v12i05.6778

Cited by 13 publications

(9 citation statements)

References 28 publications

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“…Among the digital practices in sustainable development education, social media is discussed as having the potential to build social capital through the process and structures of relationships, which influence their activities and resources [56,57] and support bottom-up collaboration and user-created content [58]. Online social media support pedagogical transformation "where the community is the curriculum rather than understanding or accessing curriculum" [59], and as a strategic networking tool [60], foster boundary crossing between academic, professional, and personal contexts.…”

Section: Digital Practices Providing Authenticity; Connecting Formal mentioning

confidence: 99%

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Starčič

Terlevic²,

Lin

et al. 2018

Sustainability

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Sustainable development (SD) is a multidimensional issue. However, research findings report a divide between students' awareness and behavior. It is identified that study programs are designed more for awareness outcomes, and not so much for behavioral outcomes. For higher-order learning outcomes manifested in a sustainable development behavior, the authors argue for a model based on an understanding of learning as boundary crossing. Based on this model, learning for sustainable development occurs in relating social practices, lifestyles, academic practices, professional practices, and students' digital practices. To inform teachers' approaches to teaching as an important driver of institutional change, we conducted a survey among students of urban and spatial planning in Slovenia. Examined factors included personal, academic, and digital predictors for sustainable development awareness, lifestyle, and behavioral intention. We hypothesized that a significant predictor for sustainable development behavior, which was measured as sustainable lifestyle and sustainable development behavioral intention, would be learning in social practices, and that learning in social practices would predict preferred teaching methods. The findings of hierarchical regression analysis indicated personal factors as the most important predictors of SD behavioral intention, and academic predictors as the most important factors for SD awareness. Digital practices were found to be the most important predictors of a sustainable lifestyle. Social practices of sustainable lifestyle, digital practices, and perceived teaching methods predicted students' preferred teaching methods. We discuss the future directions of sustainable development education, considering digital social media practices as essential boundary crossers.

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Section: Digital Practices Providing Authenticity; Connecting Formal mentioning

confidence: 99%

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Starčič

Terlevic²,

Lin

et al. 2018

Sustainability

Self Cite

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“…Here analysis focuses on youth and the reviewed studies did not trace development processes among adult users. Starcic et al (2017) also found in young students' attitudes survey (21-25 years old) that they believe that SNSs change professional and career practices and, therefore, help to shape professional identities. However, this latter study also focuses on young people who "believe that SNS shape identities"; it does not trace processes of identity formation.…”

Section: Introductionmentioning

confidence: 93%

“…In the last few years, studies start examining SNSs as tools for career development. A previous survey study (Starcic et al, 2017) found that 21-25 years old students believe that a SNS supports professional identity development and career control, impacts on professional identification, provides professional networking, creates a sense of belonging to a professional community, helps in making career decisions, and impacts on work exploration, self-presentation and learning for self-development.…”

Section: Professional Identity Development and Snssmentioning

confidence: 99%

“…These studies lack a developmental depth, though. Previous studies suggest providing institutional guidance for students regarding the use of social networking sites and forming their digital professional identity in SNSs (Jackson & Bridgstock, 2020;Jawed et al, 2019;Starcic et al, 2017). There is a lack of studies tracing the actual role of SNSs affordances in professional identity development: How do adults, in their lifelong professional development, use SNSs?…”

Section: Professional Identity Development and Snssmentioning

confidence: 99%

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Accelerated Professional Identity Development Through Social Network Sites

Hardof-Jaffe

Schwarz

Flum

2020

IJELL

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Aim/Purpose: This study aims to uncover how Social Network Sites (SNSs) active users who are eager to be knowledgeable about a specific domain develop a professional identity, what practices they use, and how do SNSs afford professional identity development. Background: Some researchers have shown that SNSs play a central role in personal development, but there is a lack of studies tracing the actual role of SNSs affordances in professional identity development. Methodology: Seven participants were followed during a whole year; we examined their professional identity development based on data collected from interviews, cued retrospective reports, and online activities. Contribution: The study shows that SNSs create a new context for professional identity development, a context whose new characteristics bring specific actors to a spectacular development in their professional identity. Based on the findings we suggest a new framework of professional identity development with SNSs. Findings: We identified a wide range of activities and changes in the perceived professional identity. We found that there are four phases of SNS’s professional identity development. The study also uncovers the three aspects of identity development: self-presentation, around-the-clock sociality, and interaction with information. The model of professional development through intensive use of SNSs is validated by our reports on the actual behaviors afforded by SNSs. Recommendations for Practitioners: The conceptual framework displayed in the article can help educational institutions to implement SNSs in order to enhance professional identity development. Guidance will allow students to handle self-presentation, sociality, and information management. By doing so, the guides will help achieving meaningful SNS activities and encouraging students to be involved in their fields of interest, thereby enhancing their professional identity. Future Research: Future studies may examine the implementation of SNSs for the exploration process leading to identity development in various educational institutions. A few years longitudinal study may examine the lifelong professional identity development in varied SNSs. Moreover, in the COVID-19 world crisis when life is in digital spaces more than ever, it will be interesting to study the role of SNSs of professional identity development in the population that lost their jobs.

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“…Cooperatives, managers and selfemployed, employees have access to performance. It should be noted, by the way, that cooperation, which is the sine qua non condition for building collective skills, is based on a voluntary approach by stakeholders [36], which imposes on managers the need to do Soft Skills the determining parameter in terms of the choice of employees. However, the judicious use of collective competence requires not only humanized and ethically founded management, but also advanced implementation and communication tools.…”

Section: Constituents Structuring the Collective Competencementioning

confidence: 99%

Modeling of a Smart University Social Network for the Development of Soft Skills in a Professional Environment (SUSN)

Bargach

Ghailani

Bouhdidi³

2021

Int. J. Emerg. Technol. Learn.

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With the undeniable impact on the yield, the exploitation of collective skills in companies has become, today, inevitable. Web 2.0 seems to offer powerful tools for the formal and efficient management of these skills. However, this requires a new professional act which is generally lacking. The university is therefore called upon to rethink its training practices by acquiring a smart educational and professional social network capable of developing in the student the profile adapted to the collaborative version of companies 2.0. Describing what exists in this area and proposing a techno-pedagogical contribution relating to the role of University 2.0, these are the two objectives that this research targets.

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Students' Attitudes on Social Network Sites and their Actual Use for Career Management Competences and Professional Identity Development

Cited by 13 publications

References 28 publications

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Accelerated Professional Identity Development Through Social Network Sites

Modeling of a Smart University Social Network for the Development of Soft Skills in a Professional Environment (SUSN)

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