This paper explores university approaches to teaching social media and the expertise of social media professionals.
Colleges and universities teach social media in business or communication-focused departments if it all. Social
media professionals were surveyed to assess their skill set and how they obtained it. Respondent’s self-reported
skills predominantly comprise marketing and brand management vs. analysis. Identification of this skill gap
provides business schools opportunities to adjust their curriculum by teaching social media strategy coupled with
analytics to better prepare graduates.
How Community Colleges Are Using Social Media: 2013 Case StudyLeigh-Anne Lawrence
Presents the results of a 2013 community college social media study. The purpose of this study was to explore how community colleges use social media to communicate and build relationships with students and the campus community. The survey sought information about current usage, initial implementation, policies and guidelines, and best practices for institutional social media use.
Learn more at www.leighannelawrence.com.
ETNA: The Scottish FE Technology Survey - Use of Social Media and the VLEJisc Scotland
A brief overview of the Scottish FE Technology Survey (ETNA). The presentation focusses on the use of social media in the sector and includes an overview of VLE use. Delivered at the Scottish Blackboard User Group (Scot-BUG) meeting on 27th February 2014 at the University of Aberdeen.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
How Community Colleges Are Using Social Media: 2013 Case StudyLeigh-Anne Lawrence
Presents the results of a 2013 community college social media study. The purpose of this study was to explore how community colleges use social media to communicate and build relationships with students and the campus community. The survey sought information about current usage, initial implementation, policies and guidelines, and best practices for institutional social media use.
Learn more at www.leighannelawrence.com.
ETNA: The Scottish FE Technology Survey - Use of Social Media and the VLEJisc Scotland
A brief overview of the Scottish FE Technology Survey (ETNA). The presentation focusses on the use of social media in the sector and includes an overview of VLE use. Delivered at the Scottish Blackboard User Group (Scot-BUG) meeting on 27th February 2014 at the University of Aberdeen.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Lost in Translation: Where do we go from here?drpmcgee
This presentation describes the shifts in practice, expectations of students and the post-education workplace, trends in learning technologies, and implications for strategic planning.
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
Topline Report on 2012 Social Media & Advancement ResearchMichael Stoner
These are the topline findings from the third annual Survey of Social Media in Advancement, conducted by mStoner in partnership with the Council for Advancement and Support of Education (CASE) and Slover Linett Strategies. This document contains demographic data from respondents and tables and data.
This study, which focuses on how institutions manage social media activities related to advancement, was designed and conducted by Slover Linett. The 2012 survey was distributed to CASE members in the US and abroad. Most are college and university professionals working in advancement, development, marketing, alumni relations, and other areas. This year’s response was the largest to date, with 1,187 respondents.
We’re working with our partners there and at CASE on a white paper to be released in July. The white paper will provide a look at deeper some of these results, with a strong focus on how institutions are using social media in campaigns. Half the institutions that responded are using social media channels as an integral part of campaigns, with outcomes that range from boosting attendance at events to raising money. We’ll include about half-a-dozen case studies of campaigns in the white paper.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
Care and Feeding of Social Media Team on Your CampusJ.D. Ross
As the social web gains traction across higher education, many of us are fast becoming the point-persons on campus for all things Facebook, Twitter, Linked-In, YouTube, etc. How do you coordinate social media on campus, and how do you work with stakeholders across departments to help them understand and use social media in a strategic way?
This presentation will feature examples from three institutions, and how they manage social media working groups on campus. From providing them with the most basic information, to exploring metrics and discussing content strategy, we will talk about our experiences with social media teams on campus, and share what worked and what didn’t work.
Increasing engagement through social media for the annual Association of Irish & Celtic Festivals conference.
Includes 4 case studies of Irish and Celtic festivals along with best practices for popular social media.
Lost in Translation: Where do we go from here?drpmcgee
This presentation describes the shifts in practice, expectations of students and the post-education workplace, trends in learning technologies, and implications for strategic planning.
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
Topline Report on 2012 Social Media & Advancement ResearchMichael Stoner
These are the topline findings from the third annual Survey of Social Media in Advancement, conducted by mStoner in partnership with the Council for Advancement and Support of Education (CASE) and Slover Linett Strategies. This document contains demographic data from respondents and tables and data.
This study, which focuses on how institutions manage social media activities related to advancement, was designed and conducted by Slover Linett. The 2012 survey was distributed to CASE members in the US and abroad. Most are college and university professionals working in advancement, development, marketing, alumni relations, and other areas. This year’s response was the largest to date, with 1,187 respondents.
We’re working with our partners there and at CASE on a white paper to be released in July. The white paper will provide a look at deeper some of these results, with a strong focus on how institutions are using social media in campaigns. Half the institutions that responded are using social media channels as an integral part of campaigns, with outcomes that range from boosting attendance at events to raising money. We’ll include about half-a-dozen case studies of campaigns in the white paper.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
Care and Feeding of Social Media Team on Your CampusJ.D. Ross
As the social web gains traction across higher education, many of us are fast becoming the point-persons on campus for all things Facebook, Twitter, Linked-In, YouTube, etc. How do you coordinate social media on campus, and how do you work with stakeholders across departments to help them understand and use social media in a strategic way?
This presentation will feature examples from three institutions, and how they manage social media working groups on campus. From providing them with the most basic information, to exploring metrics and discussing content strategy, we will talk about our experiences with social media teams on campus, and share what worked and what didn’t work.
Increasing engagement through social media for the annual Association of Irish & Celtic Festivals conference.
Includes 4 case studies of Irish and Celtic festivals along with best practices for popular social media.
Innovation & Social Media: The Development of a New Integrated Marketing Com...Sara Geneva Noreau Kerr
Innovation & Social Media: The Development of a New Integrated Marketing Communications Course presentation at the Marketing Management Association Fall Conference 2011 (http://mmaglobal.org/)
The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
Succeeding with Social Media in Advancing EducationMichael Stoner
This white paper provides highlights of research into how schools, colleges, and universities use social media in institutional advancement--raising money, building affinity, and marketing the institution. It's based on research conducted in spring, 2009, by CASE, mStoner, and Slover-Linett Strategies, the first-ever study of these activities. It includes an appendix on how colleges and universities use social media in admission and enrollment and four case studies of social media in action.
The Future of Learning: Embracing Social Learning for SuccessSaba Software
Today, the world is grounded in a vast and dynamic world of information and technology. Organizations
have access to content like never before, compounded by the Web 2.0 movement. This ability to
communicate swiftly evolved into collaboration that has become an intense driver of the “knowledge
economy.”
During the last two years we have seen how knowledge management and leadership development
via learning are being incorporated more frequently as strategies to increase organizational agility.1
Additionally, learning organizations that act as strategic enablers for the business are more focused on
connecting people to people and content through knowledge management and social technology.
Saba Software partnered with Human Capital Media (HCM) Advisory Group to better understand how
business is taking advantage of social learning. In the 2013 survey, HCM examined how organizations are
approaching social learning, which methods have proven to be successful and where challenges are experienced.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
What I Learned About #SocialMedia Editing Social WorksMichael Stoner
This is a handout for the presentation I did at PRSA's summit for the Counselors to Higher Ed section on 18 April 2013 in Washington, DC. I shared reflections about what I learned about social media in researching and editing the case studies for our book, Social Works.
This report looks at data from CASE/mStoner/Slover Linett survey of social media in advancement. This data provides a compelling view of what has changed — and what has remained the same since 2010 in the way institutions use social media for advancement. One big change is that some 50% of institutions surveyed use social channels as part of a multi-channel campaign. Contains six case studies of how seven colleges and universities used social media in campaigns.
Social Media Literacy for Culture & Learning Presentation Fall CUE 2014Michael Niehoff
Slides from Fall CUE 2014 Presentation regarding Social Media Literacy in Schools focused on School Culture & Learning for Teachers, Administrators, etc.
Kati Förster (University of Vienna) and Ulrike Rohn (University of Tartu) with results from a study among emma members on their media management teaching
COM 600 Social Media Theory and Practice #NewhouseSM6 Syllabus Fall 2013Dr. William J. Ward
COM 600 Social Media Theory And Practice #NewhouseSM6 Syllabus Fall 2013.
Graduate Social Media class in the S.I. Newhouse School of Public Communications at Syracuse University taught by DR4WARD.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Acquiring social media expertise
1. Acquiring Social
Media Expertise
Sara G. N. Kerr
Marketing Management Fall Educators Conference
September 17-19, 2014
2. Mackay, F. (2010, March 30). Business schools respond to demand for use of
social media. New York Times.
“To meet this demand for education
in social media strategy, several top
business schools are incorporating
courses on social networks into
their M.B.A. curriculums.”
3. Holmes, R. (2012, September 26). Universities are failing at teaching social
media. Fortune.
“Higher ed, however, has been
painfully slow to step up and fill the
knowledge gap. … When courses on
social media are offered, they tend to
be stand-alones or electives rather
than integrated into a larger
curriculum.”
5. Research Questions
• Which university departments teach social
media?
• How did professionals learn social media?
• What did professionals in social media
study in college?
• What is the relationship between business,
social media, and higher education?
6. Secondary Research
• Random sample of 92 institutions from 1,989 non-specialized
baccalaureate and/or masters granting
institutions from the US Department of Education’s
Database of Accredited Postsecondary Institutions and
Programs
• Catalog search seeking course descriptions with these
key words:
– digital marketing;
– interactive marketing;
– social media; or
– social networking
7. Findings
Institution and Department Frequency
Institutions that do not teach social media 42
45.7 %
20.7%
Institutions that offer one social media class 19
Business 10
Communication/Journalism 7
Information Systems 1
Other 1
Institutions that offer multiple social media classes 34 %
31
Business 16
Communication/Journalism 32
Information Systems 6
Other 19
8. Primary Research
• Convenience sample of social media
professionals via requests on
LinkedIn, Twitter, Google+, and at
social media conferences
– 69 respondents
10. Respondents age
18-24
6%
25-34
39%
45-54
22%
35-44
28%
55-64
4%
65-74
Respondent 1%
Age Range
11. Why does age matter?
Many social platforms didn’t
exist when the respondents
were in college.
12. How old are these platforms?
Year Social Platforms
2013 Vine
2012
2011 Google+, Instagram, Snapchat
2010 Pinterest
2009 Foursquare, Prosperous
2008
2007 Tumblr
2006 Facebook (everyone), Slideshare, Twitter
2005 Facebook (high school students added), YouTube
2004 the Facebook (university students only), Flickr, Podcasting, Yelp
2003 LinkedIn, MySpace, TypePad, WordPress
15. Response Choices Frequency
% of Survey
Respondents (69)
Following social media experts 64 92.8%
Conferences/Association Events (e.g. Social
Media Breakfast, PRSA etc.) 43 62.3%
Self-Taught (Open Response) 24 34.8%
Books 23 33.3%
Online tutorials (e.g. Lynda.com) 22 31.9%
College classes 11 15.9%
Classes at an agency or private company (e.g.
BrainCo, Community Education, etc.) 10 14.5%
Total Responses 197
16. What kind of social
media work do these
social media workers
do?
17. Answer Options
Response
Percent
Response
Count
Community Management 71.0% 49
Comprehensive Social Strategy 58.0% 40
Content Development 82.6% 57
Evaluation and Measurement (analytics) 44.9% 31
Influencer engagement 53.6% 37
Research/competitive analysis/gap analysis 26.1% 18
Other (please specify) 11.6% 8
69
19. What’s happening on campus now
• University social media curriculum
research indicates that social media
is taught at 54.3% of sampled
institutions.
• Of these institutions, only 26 (28.3%)
offer social media within the business
curriculum.
20. What can universities do?
• Synthesizing this data suggests that
business schools have opportunities to
incorporate social media into their
curriculum.
• Promoting a strategic approach to
curriculum development that will both
address business graduate needs and
conserve university resources.
21. Ideas
ONE: Integrate classes from other
university departments that teach social
media into the marketing/business
curriculum.
22. Ideas
TWO: Develop comprehensive social
media classes that include practical
application and strategic development
23. Ideas
THREE: Incorporate social media
across the breadth of marketing
curriculum, such as marketing
communications, research, and
strategy.
24. Ideas
FOUR: Develop social media analytics
courses to augment communication-focused
classes offered in business
and/or other departments.
26. Ideas
SIX: Include a service-learning
component that pairs students with
local businesses to give students
hands-on experience
with social media
strategy and
implementation.
27. Thank you
Let’s connect on future research projects, please find
me online:
• Twitter: @saralitta
• LinkedIn: Sara G. N. Kerr
• Email: sgkerr@stkate.edu
• Blog: sara-kerr.com
• Instagram: saralita
• Pinterest: saralita
• Vine: saralitta
28. Photo Credits
• catalogue / elise.y / CC BY
• Clipboard and pens Rob Nguyen
• Lighting Department stenographers, 1935 Seattle Municipal Archives
• Before class Bard College at Simon's Rock
• Strategy - It's game of life Anil Jadhav
• University of Cincinnati on a September Evening {Explore} Rob Amend
• Google Analytics on Computer Screen Blue Fountain Media
• Pacific Partnership 2011 soccer team forms up during an exhibition soccer
match Official U.S. Navy Page
• Service Dog – Canid swong95765
Editor's Notes
Unfortunately, only 26 (28.3%) of institutions offer a social media class as part of the business curriculum. In the sample of 92 schools,
45.7% do not offer any social media courses,
20.7% offer one course
(53% in business and 37% in communication/journalism related departments),
and 34% offer multiple courses.
In Table 1, below, the first column divides the 92 sample institutions by how many courses each offers in social media (none, one or multiple).
The institutions that offer 1 or more courses are further partitioned by the department (business, etc.) that offer the course(s). For example, 19 sampled institutions offer 1 social media course. Of those 19 courses, 10 (52.6%) are taught in the business department. Of the 31 institutions that offer multiple courses, 16 of them (51.6%) offer a course in the business department, 32 in Communication/Journalism, and 6 in Information Systems.
While it’s true that more women use social media than men (Duggan and Smith, 2013), I was unable to find demographic employment data specifically for social media professions.
While it’s true that more women use social media than men (Duggan and Smith, 2013), I was unable to find demographic employment data specifically for social media professions.
While it’s true that more women use social media than men (Duggan and Smith, 2013), I was unable to find demographic employment data specifically for social media professions.
The table highlights how few social platforms existed when respondents were in college.
The definition of social media expertise used in this survey is based on consultation with hiring managers from marketing agencies and the National Institute for Social Media (NISM)’s Social Media Strategist Exam Candidate Handbook (2013). The NISM measures social media skill in six content domains based on their Industry Advisory Committee (IAC) Professional Job Study which include: strategic planning, compliance and governance, project management, social media marketing, community management, and research and analysis (NISM, 2013).
The responses show that most consider themselves able to provide elementary social media services:
82% develop content and
71% manage communities.
Conversely, only 26% are able to conduct research or competitive or gap analysis.
Close to half of respondents
provide comprehensive social strategy (58%),
measure influencer engagement (53.6%), and
evaluate and measure analytics (44.9%).