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This viewpoint paper aims to review the book Educating Educators with Social Media, Charles Wankel (Emerald Group Publishing).

The paper provides an overview of the book, key messages and implications for the future.

Social media is already being used in higher education and its almost ubiquitous use in the social environment means academics and other staff involved in learning activities will need to consider how and when to integrate social media into those activities.

The book provides an excellent starting point for anyone interested in social media and learning to find out what has been done to date, what has been learned, and what is possible in the future.

The value of this book rests with the wide range of social media tools it covers, and the willingness of authors to share their learnings from their experiences with social media.

During the 1980s, a significant management shift occurred in organizations which generally were recognized as being globally competitive. More and more these organizations were transforming their traditional Taylor‐based management strategies into total quality management (TQM) approaches to managing. As a result, management educators were faced with the dilemma of how to teach the new TQM paradigm emerging in globally competitive companies. Presents a method of teaching total quality management concepts and suggests that viewing TQM as a new “management technology” may be useful. Describes a successfully implemented educational approach to teaching both the content and process of TQM approaches to management and applies it to Poland′s post‐communist management development challenge.

The purpose of this paper is to describe synchronous, remote tutoring for the Deaf STEM Community Alliance's virtual academic community (VAC). The alliance addresses critical barriers for students who are deaf or hard of hearing (D/HH) in postsecondary science, technology, engineering, and mathematics (STEM) majors.

A mixed-method approach (qualitative content analysis and descriptive statistics) documents project activities.

Google+ Hangouts was used for remote tutoring. Participants completed 57 tutoring sessions. Participants found tutoring beneficial, especially for its convenience. Technical assistance and feedback systems were created to support participants. Grade point averages (GPA) and retention remained stable.

Research on this project continues. Small sample size is a limitation of the study. Ongoing research investigates how remote technology and social media impact learning for students who are D/HH.

Scholarship on social media for educational purposes is minimal. While specifics of particular social media platforms vary, recruitment, technical assistance, and establishing feedback mechanisms are common issues for VACs. Outcomes from this study will be used to improve this VAC and create documentation for replication.

The Deaf STEM Community Alliance provides supportive resources to underrepresented students in STEM majors. Improved GPA and retention in STEM majors will generate more individuals qualified for STEM careers. Research on VACs creates opportunities to understand how technology and networked communities change knowledge and learning.

The Deaf STEM Community Alliance is a unique project for postsecondary students in STEM fields who are D/HH. The information is valuable to educators interested in using social media for instruction.

The purpose of this paper is to familiarize managers with alternative social media applications of cross-cultural training approaches.

This paper provides an overview of the current state of social media-based cross-cultural training and its trajectory.

Social media is increasingly an integral part of contemporary communication. This paper shows how training technologies engaging to the born-digital generation have multiple advantages and unique deployment opportunities for cross-cultural know-how development.

This paper provides a technological reframing of intercultural training that better aligns with the practices of the millennial generation, who are ready to embrace the accoutrements of international business and global networks. Readers will be sensitized to the advantages and disadvantages of new social media for intercultural training and education.

The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.

The paper developed a program that combines a summer training institute and a yearlong faculty learning community. This program is supported by instructional technology and faculty development experts, and rewards the participants both with a stipend and with acknowledgement. To assess the effectiveness of this program, the paper used electronic anonymous surveys during the middle and end of the program.

Self-reported evaluations suggests that the alumni of the 2011-2012 cohort will continue to develop and adapt technologies in their course, and would encourage their colleagues to do the same. In addition, the majority report that the program has changed the way they see and use technology in the classroom. Additional observations about the program alumni's involvement in continuing efforts to improve teaching with technology indicate that this program may be having an effect beyond the individual participants.

Assessment of the program was limited to only one year, and needs to continue to evaluate the program and the faculty after they leave the program.

This program provides a possible model to implement change at a university, on teaching with technology, or other teaching- and learning-related topics.

In a world where there are increasing expectations of technology in teaching, a successful model of faculty development which produces an increase in pedagogically sound faculty adoption of teaching technology is a valuable one to higher education.

The purpose of this paper is to present a review of an iPad application called iPocket Coach that can be used with a mobile device in business education.

This paper discusses the educational benefits of this application for classroom use and develops a pedagogical exercise by which students can build interpersonal skills.

The iPocket Coach can not only be used to develop skills but learn about common management issues involving conflict resolutions, personal development, providing constructive feedback, interviewing, performance evaluations, promotions, rewards, and terminations.

The exercise developed can be used in a consumer behavior or sales management course that teaches students how to handle difficult customers.

The purpose of this paper is to describe the conceptualisation and implementation of learning communities (LCs) at two selected female residences. I argue that learning is mediated by collaborative, social interaction and that learning does not only happen in the classroom, but rather in the everyday living spaces. I therefore propose the implementation of LCs as another alternative to help students navigate the educational landscape.

The author employed a qualitative case study design located in the socio-constructivist paradigm. Such a perspective values participants’ perspectives as knowledge is viewed as being constructed collaboratively. Thus, to evaluate the first implementation cycle at Residence X (in 2010), the author conducted semi-structured interviews to hear participant voices on what worked, what did not and what should be improved.

The findings suggest that the engagement in LCs was valuable for learning since it could assist students to cope with university life. However, careful conceptualisation and implementation, and more specifically, a critical examination of the entire context is required. Students cannot operate in a system that is failing them. Enabling opportunities that will foster a safe space for collaborative engagement is desirable.

This study was conducted at two residences only and only a few students participated. A longitudinal study is required at residences as the formation of LCs is a process and does not happen over night.

Third generation cultural historical activity theory (CHAT) can be used to guide a revision of the five-pillar model framework and study time implementation at residences.

An openness to change and seeing the context as a fluid space will aid a transformation agenda.

This paper shows how complementary lenses – CHAT and communities of practice – allowed a critical examination of the entire context and further highlights the complexity of conceptualising and implementing LCs.

The purpose of this paper is to understand how American universities are engaging their audience via social media platforms in relation to seven significant themes: engagement, listening, relationships, trust, authenticity, visibility and branding. The study will answer the question: how are universities utilizing social media to engage with their target audience and what value does social media create for universities?

Content analysis was used to study 30 national universities’ and liberal arts colleges’ use of Facebook, Twitter and YouTube. Their use of these social media tools will be analyzed on criteria that speak to the seven consistent themes stressed in the literature of social media use by organizations.

The results showed that while a presence in the social media platforms were high, engagement was lacking.

In a time when social media are becoming prevalent forms of communication, it is important to understand how to properly use such tools. With limited literature in the field pertaining specifically to social media usage by universities, this study helps to understand what universities are doing with social media and lays the foundation for how universities can create value from social media.