Dissertations / Theses on the topic 'Social Networking, Higher Education'
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Pervaiz, Sumaiya. "A Social Networking Model for Higher Education in Pakistan." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/81405.
Full textAlsolamy, Fahd. "Social networking in higher education : academics' attitudes, uses, motivations and concerns." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/15852/.
Full textAl, Ibrahim Amal Abdullah. "The pedagogical affordances of a social networking site in higher education." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17474.
Full textLu, Jie, and 卢洁. "Using social networking environments to support learning engagement inhigher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329435.
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Noreuil, Margaret B. "Education and Training on Social Networking Websites for Mental Health Providers." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811142.
Full textSocial networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown.
This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study.
Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.
Alshuaib, Anwar. "Promoting social presence in a social networking environment in a Kuwaiti higher education context." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15389.
Full textAlbayrak, Duygu. "Social Networking Sites Utilization For Teaching And Learning." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614122/index.pdf.
Full textsocial networking sites (SNSs) involvement, students&rsquo
involvement of Facebook as course management system (CMS) in face-to-face course, students&rsquo
acceptance of Facebook, students&rsquo
motivations, students&rsquo
achievements, and their relationships. The study, used Facebook as CMS, was conducted in a private university with 42 participants in two different freshman courses. Maximum variation sampling was employed in selecting 12 students for interview. Mixed method was employed as part of an action-research approach. Both quantitative and qualitative data collection methods were utilized to thoroughly analyze Facebook use as CMS. Quantitative data were collected through three questionnaires about Facebook acceptance, motivation to the course and involvement of Facebook and course Facebook page. The qualitative data were collected through both individual interviews and discussion posts of course Facebook page. The quantitative data analysis consisted of descriptive statistics, and correlation analyses. Coding schemes were used to both find the depth-of-discussion posts and convert qualitative data into quantitative data. The results stated that students&rsquo
SNSs involvement, students&rsquo
acceptance of Facebook, students&rsquo
motivations, students&rsquo
achievements and their relationships were different according to the taken course. Possible reasons of the differences of utilization and engagement in the course activities were clarified in the study. Results support that students and instructors could benefit from Facebook usage in learning and teaching. Most of the participants believed the value of having CMSs in all courses. Moreover, they preferred Facebook as CMS to communicate easily, to increase their active participation and interactions in their courses.
Jacobs, Carolyne. "Social networking as a bridge between higher education students' pre-entry expectations and post-entry experiences." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/ffd41f10-b1d2-4b3e-bc3a-3e11cab1bca3.
Full textKeith, Kim Jacqueline. "Investigating the use of a social networking site in the facilitation of internationalisation in higher education." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13178.
Full textInternationalisation is the movement of people, their belief systems, culture, technologies, education, concerns and economy across geographical borders but where the national higher education system boundaries remain intact. Internationalisation is a growing area in world-wide higher education. To respond to the challenges of internationalisation, universities need to ensure that the service to international students is improved. In order for local and international students to develop into responsible global citizens, they need to understand diverse cultures and be able to relate appropriately to individuals from different backgrounds. Both local and international students, therefore, need to interact while they are on the university campus together. However, international students tend to interact only within their own cohorts, and local students do not see the value in building relationships with international students who may not remain in the country once they graduate. International students leave the university wishing that they had made more local friends and had learned more about the cultures of the country in which they had studied. To respond to the problem of getting local and international student to interact more, a virtual environment on the SNS Facebook was proposed as a safe space for the students, and other key stakeholders, to network. A Facebook Page called IAPO @ UCT was set up by the International Academic Programmes Office (IAPO) - an administrative department at the University of Cape Town (UCT) - in order to provide IAPO stakeholders with an online community in which to interact. The page was set up and monitored over a two and a half year period to see what types of interactions would occur. Actor Network Theory (ANT) was used as the main, high level lens for analysing the interactions on IAPO @ UCT. Certain concepts from the theories of Networking, Social Capital, Social Presence and Social Identity were further used to scrutinise and explain the actions of the Page Poster on IAPO @ UCT. IAPO @ UCT was able to facilitate internationalisation at UCT as there was evidence in the page posts that key stakeholders were interacting with each other online. Supernodes were identified who could increase the dissemination of information on the page, and the value of offline events was highlighted as a means for increasing student participation both off- and online. IAPO branding and inclusion of student assistance in events was suggested in order to increase a sense of belonging to IAPO @ UCT. In addition, the effect of deleting posts and hiding comments was discussed with regard to the building of trustworthiness within the online community.
Adabzadeh, Ali. "Correlates of excessive use of social networking sites among under-served community college students| A study of students' academic achievement." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606849.
Full textSocial networking sites (SNS) have become the major media through which millions of college students develop and maintain their personal online networks. Several recent studies have explored why college students use social networking sites and the factors that affect users joining these sites. However, little is known about the relationship between the amount of SNS use and an under-represented community college student's academic success. The main objective of this study was to examine relationships between SNS activities, academic performance, the type and frequency of SNS use, student engagement, and other socio-psychological characteristics that may affect school achievement. This study surveyed 567 low-income students enrolled in six community colleges in Southern California. This cross-sectional structured survey used a sample of 567 low-income students enrolled in six community colleges in Southern California that are predominantly attended by low-income students. Both bivariate (ANOVA and Chi-Squared test) and multivariate (logistic regression) techniques were employed. The present research study clearly detected a strong association between SNS and college performance among community college students, even after demographic and socio-economic characteristics were held statistically constant. This study documented an excessive use of SNS is associated with poor performance in college. While it was expected that the excessive use of SNS associated with college performance; however, it is interesting that many college students realized this potential negative association between inappropriate use of SNS and college performance. Yet, it seems that motivation and skills to modify their behaviors associated with excessive use of SNS are not in place. SNS usage has great potential to prepare students for college by bridging their online social life with the world of academic discourse. It is important to design, develop, and implement educational curriculum that encourage use of SNS as an alternative and substitute for excessive use of SNS for non-educational purposes. Educational interventional projects are needed to promote knowledge and awareness of students of potential negative impact of SNS on their college performance, particularly among students that are using SNS extensively for non-educational purpose. Leadership at higher educational institutions also needs to be encouraged to promote use of SNS for educational use.
Hoffman, Phil R. "“But Are We Really Friends?”: Online Social Networking and Community in Undergraduate Students." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1211461825.
Full textHalter, Heather J. "Moving from a textbook to Facebook college students' motivations for using social networking sites in education." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4617.
Full textID: 029050089; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 94-98).
M.A.
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Nicholson School of Communication
Sciences
Agamy, Ibrahim. "Social networking software in higher education : investigating the influence of using different interaction levels on learners’ achievement and satisfaction." Phd thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/6188/.
Full textBildung in der Wissensgesellschaft ist mit einer Vielzahl von Herausforderungen verbunden. Insbesondere die Interaktion zwischen Lehrenden und Lernenden ist in sozialen Netzwerken durch Software bestimmt, die als ein wesentlicher Faktor den Lernerfolg der Lernenden und ihre Zufriedenheit bestimmt (Prammanee, 2005), da “to teach is to communicate, to communicate is to interact, to interact is to learn” (Hefzallah, 2004, S. 48). Die Analyse der Art der Lehrer-Schüler-Interaktion auf der einen Seite und das Lernergebnis und die Zufriedenheit der Lernenden auf der anderen Seite, sind einige grundlegende zu diskutierende Herausforderungen hinsichtlich einer neuen Lernkultur mit Social-Networking-Software. Eine Vielzahl der Bildungseinrichtungen achten daher auf die Ausstattung mit Ausrüstungen und zugehörigen Informations- und Kommunikationstechnologien (IKT) zur Gestaltung von Lernsituationen. Sie versuchen die IKT in ihren Institutionen als Lehr-und Lernumgebungen zu integrieren, da sie damit einen positiven Effekt auf den Ausgang des Lernprozesses verbinden. Trotzdem sind die Lernergebnisse, die in den meisten Studien untersucht wurden, sehr begrenzt. Es zeigt sich, dass die Erwartungen der Lehrkräfte an selbstgesteuertes Lernen viel höher sind, als die Ergebnisse der Studien repräsentieren. Auf Grundlage dieser Ausgangssituation wurde eine empirischen Studie (Untersuchung der Rolle der Lehrer-Schüler-Interaktion durch neue digitale Medien Wiki in der Hochschulbildung und des Lernerfolgs und der Zufriedenheit der Lernenden) durchgeführt. Aus den Ergebnissen wurden Empfehlungen über die Notwendigkeit der pädagogischen Interaktionen zur Unterstützung von Lehr-und Lernaktivitäten in Wiki Kursen abgeleitet, um den Lernerfolg zu verbessern. Die Schlussfolgerungen zeigen die Notwendigkeit für deutliche Änderungen in der Herangehensweise der beruflichen Bildung der Online-Lehrer, um die Anforderungen der neuen digitalen Medien im Einklang mit einer neuen Lernkultur zu erfüllen. Diese Veränderungen beeinhalten im Kern kooperatives statt individuelles Lernen und den Einsatz von IKT-Wiki als ein Werkzeug für die Wissenskonstruktion statt für das Sammeln von Informationen.
Phillips, Kirby Krystle. "The relationship between the use of social networking sites and student spectator behaviour: A case of university sport in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6944.
Full textSocial networking sites are important communication tools used in different industries including the sports industry. Professional athletes, coaches, spectators, journalists, and broadcasters from nearly every sports code maintain a social media presence. The rapid growth in the use of social networks in sport and the challenging economic climate launched an urgent need for sport administration departments at universities to understand SNSs and how student spectators use these sites in the realm of university sport. This understanding serves as an attempt to enhance spectator attendance at university sports games through the use of SNSs by integrating these sites into marketing strategies. Sports spectators are key constituents of sports event attendance, however, little is known regarding whether a relationship exists between students’ activities on SNSs and their spectator behaviour. Subsequently, the purpose of this study was to examine and describe the relationship between the use of SNSs and student spectator behaviour in university sport by considering attendance, loyalty, trust, and commitment as determinants of behaviour. A quantitative methodological approach was adopted to collect data, using a cross-sectional research design. By applying a random sampling method, 540 full-time registered university students provided consent to participate in this study. An online survey was distributed to the entire student population, N=24000. All significance levels were set at p<0.05. Data were analyzed using the Statistical Package for Social Science (SPSS) V.25 software. Results showed statistical significance, p<0.00, for the relationship between the use of SNSs and student spectator behaviour during student spectator attendance of university sports games. No statistical significance was found in the relationship between the use of SNSs and student spectator behaviour before and after student spectator attendance of university sports games. These results suggest that greater investment should be placed in marketing through SNSs in order to develop, increase, and retain longstanding relationships of loyalty, trust, and commitment with student spectators in the fast-growing segment of social media and spectatorship.
Abdullah, Zaleha. "Collision of two communities : developing higher education student teachers' creativity in design through a social networking collaboration with professional designers." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12238/.
Full textArakaki, Miki. "Social Networking of International Students in Japanese Communities of Practice:Multiple-Case Study of Students from U.S. Institutions of Higher Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531048255013014.
Full textRojas, Frank A. "Students' Perspective of the Role of Facebook in their Studies." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/815.
Full textLanga, Patrício Vitorino. "Disciplines and engagement in African universities : a study of the distribution of scientific capital and academic networking in social sciences." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14621.
Full textDrawing on Pierre Bourdieu's theory of field and capital, this thesis examines the disciplinary differences in the social sciences concerning the possession of scientific capital and levels of engagement with academic and non-academic constituencies in three African universities, Eduardo Mondlane University in Mozambique, Makerere University in Uganda and the University of the Western Cape in South Africa. Contrary to approaches that regard disciplinary fields as homogeneous epistemic and social spaces on the grounds of the principles of the stratification of scientific fields, this study investigates the relationship between the hierarchical position of selected discipline-clusters and the levels of engagement with both internal and external constituencies. The study reveals that levels of possession of scientific capital have a significant effect on the differentiation of the disciplinary fields, both within and across institutions, and on the levels of engagement with (internal) academic and (external) non-academic entities. The analysis shows that scientific capital does not determine the level and forms of engagement with different constituencies. However, the differences across discipline-clusters at institutional level reflect the engagement with academic rather than with non-academic constituencies. In other words, this means that the level of engagement varies more between different disciplines when the engagement is related to academic entities than is the case when non-academic entities are concerned. Therefore, engagement is not a major discriminator amongst institutions. Scientific capital is what gives academics prestige and symbolic capital to the institution. The significance of this is that academics from different discipline-clusters might have different experiences of engagement with different constituencies. I further conclude that the growing importance that the notion of engagement has for the university is, perhaps, too simple if it does not account for the complex and multifaceted characteristics of disciplinary and institutional fields.
Staker, Woerner Janet. "A Qualitative Case Study of Facebook and Its Perceived Impact on Social Connectivity." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1867.
Full textAgamy, Ibrahim Verfasser], and Hartmut [Akademischer Betreuer] [Giest. "Social networking software in higher education : investigating the influence of using different interaction levels on learners’ achievement and satisfaction / Ibrahim Agamy. Betreuer: Hartmut Giest." Potsdam : Universitätsbibliothek der Universität Potsdam, 2012. http://d-nb.info/1026808421/34.
Full textYoung, Hyatt Regina. "The influence of time spent by students engaged in co-curricular involvement, online social networking and studying and doing coursework on their academic achievement." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3417.
Full textVilchez, Manuel. "An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2460.
Full textMarsden, Courtney Lee Wade. "Academic Freedom in the Age of Posts and Tweets." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1625756579054056.
Full textMcLuskie, David. "Enhanced educational framework for networking." Thesis, Edinburgh Napier University, 2008. http://researchrepository.napier.ac.uk/Output/4033.
Full textKent, Davis Linda. "Boundary spanning, networking, and sensemaking/sensegiving| how career services directors enact mid-level leadership." Thesis, University of Massachusetts Boston, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247061.
Full textThis study seeks to understand higher education leadership overall by exploring how mid-level leadership is enacted by career services directors. Given that higher education institutions are facing a wide range of challenges that require an equally wide range of skills to address them, colleges and universities may need to become more inclusive regarding who contributes to institutional leadership. Mid-level leadership is defined in this study as a process of social interaction that originates with a middle manager and that cuts across functional areas and/or hierarchical levels to impact institutional goals. Three research questions frame the study: 1) How do career services directors develop the capacity for social influence within their institutions, 2) How do career services directors use their social influence to cut across functional areas and hierarchical levels, and 3) What institutional goals are advanced when career services directors enact mid-level leadership? A collective case study methodology was employed. Twelve career services directors whose profiles matched the study’s selection criteria for individual characteristics (e.g. years working in a director-level position in career services, years working at the director level at their current institution, minimum of master’s degree, evidence of engagement in leadership activities on- and off-campus), unit characteristics (e.g. unit size, staff configuration, and scope of services offered), and institutional characteristics (e.g. geographic location, institutional size, four-year public or non-profit status) took part in interviews for the study. Study findings indicated that career services directors developed the capacity for social influence by creating internal networks, involving staff in increasing the visibility of the unit, and establishing themselves and/or their unit as a critical institutional resource. They utilized their social influence by deliberately leveraging their networks, providing access to information and resources, and framing issues for institutional stakeholders. The study found that when career services directors enacted mid-level leadership, the institutional goals they impacted included the development and/or implementation of the institution’s strategic plan, curriculum development and student learning, and the advancement of diversity initiatives.
Ivanova, Olena. "Higher education as major social institution." Thesis, СПД "Охотнік", 2020. https://er.knutd.edu.ua/handle/123456789/16091.
Full textWakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.
Full textMcBeth, Courtney Hills. "Social Innovation in Higher Education| The Emergence and Evolution of Social Impact Centers." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829090.
Full textContemporary social issues, such as poverty, inequality, and climate change, exceed the capacity of a single sector to solve and require the collaboration of the public, private, and nonprofit sectors. In this context, universities play a unique and increasingly comprehensive role in educating students, generating new knowledge, and advancing the social and economic conditions in their communities.
Over the past decade, explosive growth has occurred in social entrepreneurship and social innovation initiatives on university and college campuses. Whether offered through a center, initiative, or program, a groundswell of curricular, co-curricular, and convening activities has emerged that educates and engages students, faculty, and a range of stakeholders in the pursuit of solving pressing social issues in innovative ways.
Using qualitative research methodology and a grounded theory approach, the purpose of this study was to explore the broad phenomenon of and the proliferation of university-based social impact centers in the United States. Through the perspectives and lived experiences of 43 social impact leaders, from multiple higher education institutions, this study developed a grounded theory model which explains the forces driving the emergence and evolution of the university-based social impact centers. The phenomenon can be explained by these “windows of opportunity” where internal, external, and cultural forces intersect, interact, and overlap with one another, within institutional-specific contexts, to produce new centers. While each institution boasts a unique culture and contextual characteristics, the data demonstrated that mission-driven students, market pressures on higher education institutions, and donor support were the most significant forces driving the expansion of social innovation on college campuses. Akin to the double-bottom line, it was both mission and markets that catalyzed the university-based social impact phenomenon.
While the social impact phenomenon initially evolved out of elite graduate business schools, it has expanded cross-campus into public policy schools and central administrative units, and across all institutional types. Social impact education now expands across and down the curriculum and co-curriculum. Some universities now even have multiple social impact initiatives within their own institutions. Participants described the need to differentiate themselves and to compete for resources, students, and attention given the plethora of existing civic and socially-oriented programs on their campuses.
This study filled a distinct gap in the literature by studying university-based social impact centers, framed in the broader historical context of the evolutionary role of university engagement in their communities, coupled with the recognition of the realities of contemporary market pressures on higher education institutions. Social impact centers exhibit the intersectionality of a host of issues plaguing higher education, such as resource constraints, access, academic silos, specialization, and bureaucracy versus innovation. Finally, social impact centers are a microcosm of the tension that exists between the marketization of higher education and the pressure to hold true to public purposes—and ultimately, whether or not institutions can effectively mediate those two pressures.
Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.
Full textTinmaz, Hasan. "Utilization Of Social Networking Websites In Education: A Case Of Facebook." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613139/index.pdf.
Full textthe analysis of uses &
gratifications of Facebook, the analysis of Facebook utilization possibilities for instruction, the interviewing for two preceding steps, and the realization and analysis of a course on Facebook. In the study both qualitative and quantitative data were gathered through questionnaires, interviews and open-ended questions. The qualitative data was analyzed according to qualitative data analysis techniques and quantitative data was analyzed using SPSS software. The results showed that Facebook which is perceived as a usable tool has a potential utilization for instructional activities. As quite new context, the participants seemed concerned about participating any learning activity on Facebook. Most of the participants in all steps of the study emphasized that Facebook should be a supplementary material for instructional activities. It is concluded that individual differences and alternative methods must be studied for better integration of Facebook into education.
Shembilu, Allen. "IMPORTANCE OF SOCIAL NETWORKING FOR STUDENT PARTICIPATION IN EDUCATION IN TANZANIA." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3063.
Full textThis Thesis is all about the inclusion of new learning technologies in education. The study has been conducted in Tanzania and the population included the University students. Due to continuous growth of user generated content and the subsequent ability to share and even collaborate online, the social networking sites have emerged to be of great importance. The importance is not only in information sharing but also in education processes. On the other hand, the communities have not yet realized the great potential lying in the social networking sites in terms of education. Despite the publications and studies done elsewhere including America and Europe still much has not been done in the developing World and particularly in Tanzania. This study has concentrated on the use of the social networking sites into academic perspective putting focus on the students.
+255786924648/+255719476712
Hoover, Natalie Renee, and Samantha Coyne Martinez. "FOSTER YOUTH AND HIGHER EDUCATION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/505.
Full textJeri-Yabar, Antoine, Alejandra Sanchez-Carbonel, Karen Tito, Jimena Ramirez-delCastillo, Alessandra Torres-Alcantara, Daniela Denegri, and Nilton Yhuri Carreazo. "Association between social media use (Twitter, Instagram, Facebook) and depressive symptoms: Are Twitter users at higher risk?" SAGE Publications Ltd, 2019. http://hdl.handle.net/10757/625046.
Full textBackground: The purpose of this study was to determine the association between social media dependence and depressive symptoms and also, to characterize the level of dependence. It was a transversal, analytical research. Subjects and Methods: The stratified sample was 212 students from a private university that used Facebook, Instagram and/or Twitter. To measure depressive symptoms, Beck Depression Inventory was used, and to measure the dependence to social media, the Social Media Addiction Test was used, adapted from the Internet Addiction Test of Echeburúa. The collected data were subjected for analysis by descriptive statistics where STATA12 was used. Results: The results show that there is an association between social media dependence and depressive symptoms (PR [Prevalence Ratio] = 2.87, CI [Confidence Interval] 2.03–4.07). It was also shown that preferring the use of Twitter (PR = 1.84, CI 1.21–2.82) over Instagram (PR = 1.61, CI 1.13–2.28) is associated with depressive symptoms when compared to the use of Facebook. Conclusion: Excessive social media use is associated with depressive symptoms in university students, being more prominent in those who prefer the use of Twitter over Facebook and Instagram.
Revisión por pares
Boliver, Vikki. "Social inequalities and participation in UK higher education." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491572.
Full textLyons, K. H. "Social work in higher education : demise or development?" Thesis, Brunel University, 1997. http://bura.brunel.ac.uk/handle/2438/4323.
Full textEsteves, Paulo Sérgio Filipe Mena. "Social CRM adoption in a higher education institution." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10395.
Full textNeste estudo foi adoptada a definição proposta por Choy, et al. (2003) e Shaw (1999) onde o Customer Relationship Management é definido como o processo pelo qual uma empresa envereda por uma estratégia de procura de maximização da informação sobre os seus clientes num esforço para aumentar a sua lealdade e pronlogar a relação comercial. A Web 2.0 é o termo geralmente usado para descrever a chamada segunda geração da World Wide Web e está intimamente relacionado com o fenómeno da interacção e partilha de informação online (Barsky & Purdon, 2006). Com a evolução das tecnologias e da Web 2.0 começaram a haver mudanças no comportamento dos consumidores e na sua adopção a estas novas tecnologias tais como redes sociais, foruns, wikis, blogs, entre outros, tendo a Internet como base. Isto é importante, pois permite ás empresas juntar os seus dados sociais, ás informações já existentes nos seus sistemas de CRM, a isto chama-se CRM Social. Define-se como uma filosofia e uma estratégia de negócio, suportada por uma plataforma tecnológica, regras de negócio e caracteristicas sociais, desenhada de forma a empreender conversas colaborativas com os seus clientes (Greenberg, 2010). Neste estudo discute-se a adopção de uma instituição de ensino superior ao CRM Social. Para desenvolver este estudo foi efectuado um método de case study para perceber quais os grandes objectivos inerentes à sua adopção, e se estão de acordo com o estudado por (Greenberg, 2010).
In this study, we adopted the definition proposed by Choy, et al (2003) and Shaw (1999) where Customer Relationship Management is defined has the process which a company decides to invest in a strategy to maximize the information search about their customers in order to increase customer loyalty and to prolong their commercial relationship. Web 2.0 is the term generally used to describe the second generation from the World Wide Web and it is related to the phenomenon of interacting and sharing information online (Barsky & Purdon, 2006). With the evolution of technologies and the Web 2.0, there were changes in customer behavior and people?s adoption to these new technologies, such as social networks, forums, wikis, blogs and others having the internet as its base. This is important for companies to understand in order to add their social information to their CRM information, this is called Social CRM. It is defined as a philosophy and a business strategy, supported by technology platform, business rules, processes and social characteristics, designed to engage customers in collaborative conversations (Greenberg, 2010). This study discusses the adoption of a higher education institution to Social CRM. To develop this study, a case study method was adopted to investigate what were the main objectives behind this adoption and if they are aligned with the definitions studied by (Greenberg, 2010).
Gregor, Steven E. "Social Networking: Closing the Achievement Gap Between Regular and Special Education Students." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/7.
Full textFisher, Madeline. "Work based learning : the impact of higher education/employer engagement in North East England." Thesis, Teesside University, 2012. http://hdl.handle.net/10149/315539.
Full textChretien, Naomi V. "FOSTER YOUTH AND HIGHER EDUCATION: A LOOK AT THE CONTRIBUTING FACTORS TO HIGHER EDUCATION RETENTION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/463.
Full textKoval, Bryan Charles. "Undergraduate Students in Paraprofessional Roles and their Use of Online Social Networks." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3744333.
Full textThe purpose of this study was to examine the lived experience of undergraduate students who use online social networks such as Facebook while serving in paraprofessional roles on campus. The researcher conducted a qualitative study to address a primary research question: What is the interplay between college students’ participation in online social networks and campus-based paraprofessional roles? The study identified themes that can be used to understand this student experience. These themes contribute to the growing theoretical understanding of how online social networks and paraprofessional roles impact the college student experience.
A semi-structured interview protocol was devised in light of pertinent literature in the areas of college students in paraprofessional roles, peer mentoring, and computer-mediated relationships. Eleven resident assistants at a large, public research university in Central Pennsylvania agreed to participate in semi-structured interviews to discuss their experiences. They were asked to describe their involvements as resident assistants and users of Facebook. Participants discussed how they understood how their employment as resident assistants and their use of Facebook influenced each other, and their overall experience in their paraprofessional roles.
Through data analysis, three themes emerged: Facebook functionality and use, relationships, and discretion. Participants spoke of dynamic and complex experiences in their roles that were amplified by Facebook. The researcher proposed a Model for Online Social Network Mediated Role Conflict that describes tensions that represent the experience of paraprofessional staff members who use online social networks. Implications for practice and recommendations for additional research are provided.
Higgins, Holly. "Meeting the demands of graduates' work : from a 'higher education for employment' to a 'higher education for performance'." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/98025/.
Full textWilliams, Vernon T. "Male Collegiate Student-Athlete's Perception of Social Support during Athletic Injury." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633616.
Full textThe purpose of the qualitative study was to gain a better understanding of the perceptions, expectations, and communication styles injured student-athletes have for their teammates, coaches, and athletic trainers. One-on-one interviews were utilized to gather data from 20 student-athletes representing two separate institutions, who competed in six different sports and ranged in classification from freshman to graduate students. Data analysis was guided by the Social Support Model developed by Richman, Rosenfeld, and Hardy (1993).
Five major findings were identified from the study that helped provide insight on the three research questions. The findings revealed that there was tremendous stress placed on athletes throughout the injury process, including feelings of loneliness while their teams continued to compete, as well as, anxiety surrounding returning to competition, financial assistance, and medical treatment. Many of these stressors were perceived as individual-specific, requiring different forms of support based on the injured student-athlete's connection to support providers both inside and outside of the athletics arena. In most instances, injured student-athletes wanted the attention to remain on the healthy players and overall team success, thus they viewed their injuries as their own personal responsibilities and limited certain communication with teammates, coaches, and athletic trainers. However, the vast majority of participants noted relying heavily on the support of teammates, who they viewed as brothers, throughout the injury process.
Observations from the study led to four primary recommendations for practitioners. These recommendations focused on providing injured student-athletes with the encouragement, knowledge, and resources to manage the challenging emotions associated with athletic injury. Implications for practice included: (a) Increased awareness surrounding the topic of athletic injury, (b) Better integration of student-athletes into the larger university community, (c) Greater emphasis on teambuilding opportunities, and (d) Early engagement of professional support providers such as counselors and sports psychologist. Results of the study provided insight on a unique and hard to reach population of division I, male, collegiate student-athletes. Furthermore, the study provided additional information on their perceptions surrounding athletic injury and how best to support injured student-athletes.
Lighari, Joyce Ann Johannesen. "The affects of Internet-Mediated Social Networking on Christian community." Thesis, Trevecca Nazarene University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565665.
Full textThis study examined the relationship of Internet-Mediated Social Network, the formation of adult Christian community, and its affect on adult Christian growth. The researcher compared and analyzed three types of adult Christian learning communities: traditional, hybrid, and virtual. Each week over the course of six weeks, the three types of learning communities met weekly. Participants were pretested and posttested, utilizing instruments that evaluated spiritual maturity. Analysis of interactions on Internet-Mediated Social Networking was conducted. Findings were analyzed both quantitatively and qualitatively. Results indicated the usage of Internet-Mediated Social Network offers potential for adult Christian education and should be further explored.
Schelble, James Terence. "The marketization of education in Hungary education and social mobility in theory and practice /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274264.
Full textSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2851. Adviser: Mihaly Szegedy-Maszak. Title from dissertation home page (viewed April 8, 2008).
Patashnick, Matthew J. "Social media and crisis communication| Supporting best practice on university campuses." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158525.
Full textThe primary purpose of this study was the exploration of social media utility as a crisis communication practice on three selected university campuses. The overarching research question for this study was “How and what social media technologies are selected, planned for, implemented, and monitored in crisis management in selected universities?”. This study examines how these institutions used social media during crisis, pinpoints the emergent themes, analyzes the engagement between the selected universities and their social media audience, and analyzes the effectiveness of social media during campus crisis situations.
The findings of this study include the documentation of institutional practices that contribute to successful social media crisis communication integration. These elements ultimately coalesce into the identification of a series of best practices that can help inform the field and contribute to the establishment of best practices for social media use during campus crisis situations. (Abstract shortened by ProQuest.)
Campbell, Stephen Christopher. "The social construction of dyslexia in UK higher education." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/16990/.
Full textHansen, Jeremy Thomas. "Social media habits and experiences of higher education administrators." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133977.
Full textThis qualitative research study examined higher education administrators experience with social media as it pertains to their profession and work. As social media use among students and the general public continues to grow, this new technology has found its way into universities in administrators’ professional and private lives. The relatively young age of social media as a technology has raised many questions for administrators about how to adapt and adopt it as a tool to ultimately improve the student experience at colleges. In this qualitative study, eight administrators at California State University, Long Beach were interviewed to explore their views, concerns, and challenges related to social media. Findings from this study show that administrators had privacy concerns utilizing social media and faced challenges navigating the dual relationships that could form on social media platforms. Administrators see the need for social media competency training that can increase the effective use of social media on a college campus. The results of this study clearly call for universities to assist administrators with adopting and adapting to new technologies, and for further research to be done on how student-teacher relationships are changing due to social media. Implications include social media use by administrators improving the universities relationship with the community, as well as developing online privacy training sessions for administrators.
Giblin, Patrick J. "Social media's impact on higher education crisis communication plans." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/776.
Full textVukasovic, Martina. "Higher education and social stratification in Serbia: 1990-2005." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/3823.
Full textO presente estudo focaliza questões sobre desvantagem e exclusão em educação superior na Sérvia no período entre 1990-2005. O estudo analisa como matrícula, progresso e conclusão em educação superior dependem de elementos como as bases sócio-econômicas dos alunos, baseando-se nos bancos de dados nacionais. A estrutura teórica foi construída com base nas idéias sobre formas de capital e reprodução em educação de Bourdieu, a teoria da perspectiva do curso da vida e as hipóteses da desigualdade mantida maximamente e da desigualdade mantida efetivamente. O estudo mostra que existe exclusão tanto interna quanto externa de alunos das classes menos privilegiadas e que progresso e conclusão em educação superior dependem também de elementos das bases sócio-econômicas dos alunos.
The present study focuses on issues of disadvantage and exclusion in higher education in Serbia in the period 1990-2005. The study analyses how enrolment, progress and completion in higher education depends on elements of students´ socio-economic background on the basis of national statistical databases. The theoretical framework is built upon Bourdieu´s ideas on forms of capital and reproduction in education, the life course perspective, as well as the hypotheses of maximally maintained and effectively maintained inequality. The study shows that there is both external and internal exclusion of students from less privileged socio-economic backgrounds and that progress and completion of higher education also depends on elements of students´ socio-economic background.
Bivens, Felix M. "Higher education as social change : seeking a systemic institutional pedagogy of social change." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6942/.
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