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The purpose of this paper is to examine how college students’ social media use affects their school e-mail avoidance and campus involvement.

The study employed face-to-face interviews and self-administered survey/quantitative data.

Communication and business students are more involved on campus and likely to use social media as the primary communication medium than other majors. Social media and text messages are not the culprits of school e-mail avoidance. University departments, student organizations, and faculty advisors’ e-mails are most likely to be avoided. Social media users can be categorized as either “instant communicators” or “online content curators.” Facebook is the only social media brand conducive to campus involvement.

This study only used one university’s students as sample. In examining school e-mail avoidance, it only focused on the source of e-mail. The study is limited by its sole reliance on quantitative behavioral data.

University administrators and academic advisors need to reconsider the e-mail communication to students, target at the instant communicator social media users, and use Facebook to create a strong sense of community and campus involvement for their students. Marketers can utilize the two social media user groups in selecting social media in targeting to students.

The study offered empirical evidence to explain how social media affect students’ school e-mail avoidance and the role of campus media and specific social media outlet on campus involvement. It advances the knowledge of media choice of students and the social media user groups.

Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress. However, given the increased desire to be informed and included associated with FOMO, organizations that can effectively meet these needs may develop or strengthen social and structural bonds, thereby turning short-term customers with FOMO into lifelong patrons. This study aims to examine the relationship between FOMO and favorable organizational outcomes as mediated by several constructs associated with the desire for information and inclusion.

This research was conducted within the higher education sector of the service industry. FOMO served as the IV. The mediators represented context-specific aspects of campus involvement and inclusion. Organizational outcomes related to the long-term services relationship served as the DVs. The sample consisted of 435 students recruited from research pools at two southern universities in the USA. Exploratory factor analysis, OLS regression and the Hayes–Macro were used to examine the data.

The results demonstrate that FOMO is positively associated with students’ desires for information and inclusion (informal peer interaction, campus involvement, informal faculty interaction, campus information media use and a preference for in-person course scheduling), which are associated with the desirable university outcomes of satisfaction, connection and alumni donation/activity intentions.

If a university fosters unstructured time spent with faculty and peers, and promotes campus information media involvement, students with higher levels of FOMO are more likely to be satisfied, feel connected to the university and report intentions to donate time and money as alumni.

Prior research on FOMO is generally focused on internet and social media use; this study takes a broader perspective and identifies the effect of FOMO on a desire for information and inclusion within a novel context (a service environment). It also associates FOMO with favorable long-term service relationship outcomes that fortify social and structural bonds.

Residential college campuses remain dangerous – especially for women students who face a persistent threat of sexual violence, despite passage of the 1990 Campus Security Act and its multiple amendments. Campuses have developed new programming, yet recent research confirms one in five women will experience some form of sexual assault before graduating. Research on campus crime legislation does not describe in detail the context in which it developed. The purpose of this paper is to draw attention to the effects of early rhetorical frames on the ineffective policy.

The authors discuss the rhetorical construction of “campus crime,” and related “criminals” and “victims,” through content analysis and a close interpretive reading of related newspaper articles.

The 1986 violent rape and murder of Jeanne Clery at Lehigh University in Pennsylvania became iconic in media descriptions of campus crime. Media drew attention to the racial and classed dimensions of the attack on Clery, but elided the misogyny central to all sexual assaults. This reinforced a stereotype that “insiders” on campuses, primarily white and middle class, were most vulnerable to “outsider” attacks by persons of color. Colleges and universities adopted rhetoric of “endangerment” and “unreason” and focused on what potential victims could do to protect themselves, ignoring the role of students in perpetrating crime.

This analysis does not link rhetoric in newspapers to legislative discussion. Further analysis is necessary to confirm the impact of particular claims and to understand why some claims may have superseded others.

This analysis focuses critical attention on how campus crime policy is shaped by cultural frames.

Sustainability communication is evolving as a new interdisciplinary field of research and professional practice. The purpose of this paper is to point out the advantage of applying theoretical frameworks and related research instruments for an adequate sustainability communication management on campus. It also aims to highlight the normative constraints and challenges (participation) that differentiate sustainability communication from public relations.

An interdisciplinary theoretical framework and empirical studies (quantitative/qualitative; audience research) were used for the design of a context‐sensitive sustainability communication management concept for the University of Lüneburg‐

Empirical data clearly showed that disciplinary cultures (including their gender specificity) are highly relevant for sustainability attitudes. Continuous visibility of sustainability efforts on campus is critical for people's attitudes and engagement. Campus community members can be characterized by degrees of “sustainability affinity” vs “sustainability distance”. Too much sustainability‐campaigning is counterproductive, whereas listening to campus community members' ideas and needs seems appropriate.

There is a need for qualitative data to assess “communication culture”

A balanced theoretically, empirically and normatively grounded communication management is recommended in order to establish a participatory communication culture.

The application of sustainability communication theory, including participation research, in the context of higher education for sustainable development is overdue; thesis: sustainability communication wants to initiate structural changes on campus, but is itself dependent on visible structural change in order to be effective.

Stanford University, situated in California’s Silicon Valley, is in a prime location to both study the emerging new media as well as to incorporate it into the academic programs. This opportunity arises at the same moment that Stanford is encouraging intellectual explorations across all disciplines on the campus. The Media‐X project promotes collaborative efforts, not only on campus but between the Institution and the larger Silicon Valley community, exploring new opportunities in research, teaching and professional scholarship, as well as the implications for the Core Curriculum in the “new” liberal arts of the 21st century and beyond – Ed.

The existing mashup literature paid little attention to the actual adoption and diffusion of mashups in an organizational context. As more and more organizations are engaged in mashup initiatives, more research efforts focussing on the mashup use and adoption issues from the organizational perspective are needed to ensure that organizations can receive the maximum benefits from their mashup initiatives. Two studies are conducted to increase the understanding of the use and adoption issues with social media mashups. The paper aims at discussing these issues.

The paper first used a text mining approach to analyze relevant posts on blogs and messages in a major online mashup forum in order to understand the current status of social media mashup as well as representative themes and issues with social media mashups in general. Subsequently, the paper reviewed a number of social media mashup sites created by higher education institutions (HEIs) in the USA.

The paper identified some representative themes and issues with social media mashups in general. The paper also identified the approaches that were used to design the interface of social media mashup sites by HEIs. Based on the two studies, this paper provides recommendations and insights to guide social media mashup development and adoption in an organizational context.

This is the first article to discuss the use and adoption of social media mashups in organizational environments. This paper can be used as a starting point to motivate other researchers to further explore the diffusion of social media mashups in different industries. This paper also helps organizations improve their social media mashup initiatives.

As one of the buzzwords in the present age with considerable impacts in tertiary institutions, social media use in online teaching, learning and information dissemination have been extensively discussed in extant literature. This paper aims to explore the existing campus sustainability appraisal (CSA) tools to identify the length at which social media has been used, especially in environmental sustainability indicators’ selection and empirical verification.

The methodology is mainly based on a desktop study involving comprehensive review and content analysis of existing CSA tools’ documents. Webpage content analysis of selected sustainability monitoring and tracking system in higher education institutions was also conducted.

The tools' content analysis reveals insufficient utilization of social media data and platforms in campus sustainability environmental-dimension indicators selection. To bridge this identified research gap, social media user-generated content for appraising the campus-wide environmental sustainability indicators preference in tertiary institutions was proposed.

The adoption and modification of this study’s proposed approach by tertiary institutions, especially in sub-Saharan African countries, could help address most campus-wide environmental challenges raised, commented on and discussed on social media.

This study contributes to knowledge gaps by revealing the extent of social media utilization in extant tools. With the expanding utilization of different social media platforms by various tertiary institutions worldwide, their administrators' responsibility is to put these social media data into fair use.

This paper aims to provide details of a collaborative campus effort that created a Media Commons at an undergraduate library at a major research university to provide students and faculty opportunities to experiment with emerging technologies, with expanded opportunities to learn of best practices in educational technology.

This is a case study that used a web survey, focus groups, usage statistics, and interviews to determine the needs and best practices for creating and maintaining the Media Commons.

Preliminary results indicate that this program provides value to students and faculty seeking to learn about and use multimedia for coursework and projects. It confirms the gap on campus for places students can go for loanable technology and consultation services in the production and editing of multimedia.

Because the Media Commons just launched there has not had a programmatic evaluation yet to assess the impact of this program. However, based on initial feedback, suggestions for improvements in the program are included.

The rationale, process and efforts described in this paper can be replicated by other institutions that are interested in creating a Media Commons.

Although there are many articles written about Learning Commons and Information Commons, there is not much available that documents the efforts of creating a Media Commons at a library and the rationale for centralizing and freely making available campus multimedia expertise and equipment.

Purpose – This chapter explores the topic of free speech protections and social media use in academia through an examination of the current legal landscape as it applies to various stakeholders on university campuses in the United States. The authors focus this examination primarily on public universities. Methodology/Approach – Legal research methods were utilized, including an analysis of relevant United States federal and state laws, case law, and secondary sources such as law reviews. Non-legal sources, such as academic journals, were also reviewed, with particular emphasis on topics such as university policies, tenure protections, academic freedom, as well as current events. Findings – The law regarding personal social media communications in a university setting is a series of complex and interconnected legal questions. Courts are still flushing out how free speech protections, personal social media use, and other relevant legal protections (e.g., employment law) may interface in a university-related case. Outcomes of cases are highly fact driven, and legal precedent is still being established. Originality/Value – This chapter offers a comprehensive examination of the topic of free speech and social media use in United States academia by (1) examining legal protections as applied to various stakeholders on a college campus and (2) analyzing the current legal landscape of social media cases involving universities.

The purpose of this study is to examine social media use and its impacts on first generation students by answering the two questions: how do FGS use social media on college campuses, compared to their peers? How does the use of social media affect their academic experiences?

This qualitative study adopted social capital theory as a sensitizing framework for understanding the social media (SM) use and the resources valued by first-generation students (FGS) and used a revealed causal mapping method to analyze the narratives of 96 informants to identify key constructs and linkages on SM use and perceived outcomes.

The revealed causal mapping (RCM) analysis revealed nine key constructs that shaped the SM use and academic experience of FGS and their peers. The linkages among the nine constructs: three types of social capital (bridging, family bonding and friend bonding), three types of SM use (social, cognitive and hedonic) and three outcomes (academic support, emotional support and distraction to work) were different between FGS and their peers. Among FGS, SM use and perceptions differed by gender.

Leveraging social media is critical for universities to enhance FGS persistence, yet knowledge remains limited. This study showed FGS differed from their counterparts in the SM use and perceptions. Among FGS, the SM use and perceptions differed by gender. The research contributions are: (1) SM technology can empower FGS by building social capital, impacting their academic experiences and psychological well-being and (2) the intersection of gender and student generation status is worth investigation. This paper enriches FGS research by proposing a model of SM use and social capital.