Search results

In a dynamic, continuously evolving sports landscape, social media have become an indispensable tool for sports organizations to cultivate meaningful connections with fans. The rapid pace of technological advancements has elevated these digital platforms from a supplementary role to a pivotal position within strategic management frameworks. The existing literature explores how football clubs can utilize social media, but analyzing social media strategies within the context of football leagues is lacking. The absence of comparative studies benchmarking clubs across different geographical regions while simultaneously analyzing multiple social media platforms is especially noteworthy. In this study, a comprehensive analysis of social media engagement is undertaken within esteemed football leagues spanning Europe, South America and North America.

Drawing on relationship marketing and employing content analysis as a methodological tool, the study examined 10,772 posts from the official accounts of eight football leagues on Facebook, Twitter and Instagram.

Across the leagues, the findings reveal that content quality drives engagement more than frequency. In addition, several format combinations were identified that facilitate engagement and Instagram emerged as the top social media platform for generating fan engagement.

This is one of the first empirical studies focusing on optimizing the use of social media to amplify fan engagement across various geographies and social media accounts and formats simultaneously.

Students often complain about doing group work, which may lead them to be less engaged as a group and to seek shortcuts in developing their presentations. The purpose of his essay is identify and preferentially rectify student behavioral errors arising from placing too much trust in technology that can lead to too little personal interaction and engagement. The authors present their viewpoint on the classroom presentation outcome of a student group that used Google Docs to “prepare” for their presentation.

In a recent organizational behavior course, the authors had one such group arrive for their in-class presentation, only to discover that one group member was absent. The group had used Google Docs to share their research, yet no member read what the others had submitted. As a result, none of the group members could present the missing student’s material, with the obvious negative grading and finger-pointing outcomes.

The authors recognized that students needed more management direction than simply being proficient with technology. They lacked engagement behaviors leading to project responsibility. Engagement behaviors would include voice/face-to-face communication and content-related discussions questioning assumptions while strategically planning and operationalizing their topic of presentation.

The educational implications suggest an expanded role for the instructor to emphasize the role of student engagement behavior and the over-reliance on technology. Practical implications suggest making stronger connections to workplace expectations, making the student experience more transferable to their incipient workplaces and promoting the concept of team over group in terms of responsibility and conscientiousness and ultimately justifying their participation in providing value for their employer.