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The purpose of this paper is to understand the lived experiences of the international students using their university’s social media, through a lens of customer engagement (CE) in the services marketing literature.

A case study was conducted in an Australian university. Three semi-structured focus groups with ten international students, along with a preliminary netnographic analysis of the university’s social media account, provided a rich description of the phenomenon in the real-world context.

The results suggest that these students are likely to engage in their university’s social media as part of their acculturation and social identity construction strategy. Their engagement was cognitive and emotional, being influenced by the instrumental value of the social media page, engagement with campus rituals and artefacts, social identity and bonds with other students and perceptions of the page administrator. Furthermore, these students’ engagement influenced their identification with the university and its student community, manifested in a sense of belonging and pride.

The paper contributes to the higher education literature by offering relationship implications of social media CE. Limitations include small sample size and the single institutional context.

The paper informs student communication practice, especially the design of university-initiated social media content and policy.

Universities and faculties today use social media to engage with students outside classrooms. However, little has been known about how international student sojourners view and respond to such initiatives. The paper addresses this gap by offering insight into how they engage with their university on social media and its relationship implications.

This study aims to enhance the understanding of how co-created content (CCC) can facilitate relevant and meaningful customer experiences in social media brand communities (SMBCs). It investigates the characteristics of CCC and explores the effects they have on member engagement from an identity theories perspective.

A netnography of a university’s Facebook and Instagram accounts was undertaken to analyse exemplary content co-creation practice and resulting user reactions in an organic setting.

The analysis of CCC confirmed a strong presence of identity narratives and cues that can be categorised into university, sub-group and student role identity themes. Members’ identity-consistent reactions highlight that CCC can influence member perceptions of the distinctiveness, prestige and similarity of the identities they enact. University identity theme CCC allows members to project other member’s identity narrative, while sub-group and student-role identity theme CCC can help increase identity synergy.

The paper adds to the social media marketing literature that SMBC members are important integrators of symbolic resources that influence other members’ identity constructions and further their perceived relationships with the organisation and other members. Social media enables marketers to leverage members’ diverse identities to enhance customer experiences. The study’s single context focus may be a limitation.

The paper provides a useful framework for designing social media content that facilitates meaningful engagement.

The use of identity theories to enhance the understanding of CCC and its role in SMBCs is original. The paper generates new lines of future enquiries to advance theorisation of social media marketing.