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Book part
Publication date: 19 February 2021

Emmanuel Mogaji, Josue Kuika Watat, Sunday Adewale Olaleye and Dandison Ukpabi

Like many other organizations, universities are using social media to engage with their stakeholders as they have varying interests and commitments. This chapter focuses…

Abstract

Like many other organizations, universities are using social media to engage with their stakeholders as they have varying interests and commitments. This chapter focuses on strategic communication and stakeholder engagement by UK universities on Twitter. It presents a descriptive study about their engagement on Twitter in terms of their followers, number of tweets, etc. In addition, it analyzes the tweets’ content to identify British universities’ communication strategies. Hence, the results revealed a thematic model in the form of an interrelated conceptual theory that comprises three strands of communication: (i) recruiting prospective students, (ii) retaining present students and staff, and (iii) reporting activities and media coverage. This contribution presents implications for university marketing communication managers who are involved in student recruitment and/or in managing relationships with stakeholders.

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Strategic Corporate Communication in the Digital Age
Type: Book
ISBN: 978-1-80071-264-5

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The Purpose-Driven University
Type: Book
ISBN: 978-1-83867-283-6

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Article
Publication date: 23 February 2021

Derek R Slagle, J.J. McIntyre, April Chatham-Carpenter and Heather Ann Reed

The purpose of this study is to examine the types of information that were shared by the institution, and faculty/staff responses to the information shared, with the goal…

Abstract

Purpose

The purpose of this study is to examine the types of information that were shared by the institution, and faculty/staff responses to the information shared, with the goal of providing recommendations for other institutions facing concurrent crises.

Design/methodology/approach

This mixed-methods case study examines a public university's experiences managing the Covid-19 pandemic crisis while simultaneously navigating financial challenges that had been building over time. Using data from university-wide mediated communications and a survey of on-campus stakeholders during the Covid-19 pandemic and university retrenchment process, this paper explores institutional communication, stakeholder response to organizational communication and faculty/staff reactions to information in the midst of concurrent crises.

Findings

The study found that the university used instructing and advising information within its messages from its top administrator but fell short of incorporating empathy for its stakeholders in its initial responses.

Research limitations/implications

Using the situational crisis communication theory (Coombs, 2019), which recommends the use of an ethical base response to crises, implications are provided for other organizations facing concurrent crises during the Covid-19 pandemic, to also incorporate empathy in their messages to stakeholders whose livelihoods are being affected, across multiple platforms.

Originality/value

Weathering the Covid-19 pandemic and long-term financial pitfalls have proven to be a disruptive phenomenon for higher education institutions. This research expands understanding of institutional communication and stakeholder reactions in a higher education institution facing both the Covid-19 crisis and a retrenchment.

Peer review

The peer-review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2020-0415.

Details

Online Information Review, vol. 45 no. 4
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 22 May 2020

Daniel Vogler

This study investigated the reputation of Swiss universities on Twitter. It gives detailed insights on how the reputation of universities was constituted in a digitized…

Abstract

Purpose

This study investigated the reputation of Swiss universities on Twitter. It gives detailed insights on how the reputation of universities was constituted in a digitized media environment.

Design/methodology/approach

The reputation of universities was conceptualized as a multidimensional construct with an overarching scientific and corporate dimension. It was measured for academic and societal stakeholders as well as for the media. Tweets about Swiss universities were collected through the Twitter application programming interface (API) and analyzed with a manual content analysis.

Findings

Academic stakeholders had a stronger focus on the scientific dimension of reputation and evaluated universities more positively than societal stakeholders or the news media. The news media were the main source of negative evaluations of universities on Twitter.

Research limitations/implications

The study showed a dichotomy between the scientific dimension on the one hand, and the corporate dimensions of reputation on the other hand, and thus implies a decoupling of scientific and corporate reputation. However, the findings should be explored beyond Twitter to be more generalizable.

Practical implications

The news media play an important role in the constitution of the scientific and corporate reputation of universities on Twitter. An orientation toward the news media, therefore, remains a promising strategy to manage reputation.

Social implications

The news media are an important source of information for academic and societal stakeholders. Thus, they can contribute to integrating academic and societal stakeholder groups by producing a common base of knowledge of higher education and its organizations.

Originality/value

This is the first study to comprehensively measure the reputation of universities on Twitter.

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Corporate Communications: An International Journal, vol. 25 no. 3
Type: Research Article
ISSN: 1356-3289

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Article
Publication date: 24 September 2019

Laura Saraite-Sariene, María del Mar Gálvez-Rodríguez, Arturo Haro-de-Rosario and Carmen Caba-Perez

Increasingly, universities are adopting social media as a strategy to improve their competitive advantage. However, little is known of whether or not stakeholders are…

Abstract

Purpose

Increasingly, universities are adopting social media as a strategy to improve their competitive advantage. However, little is known of whether or not stakeholders are actually engaging with universities in such online environments. The purpose of this paper is, first, to analyze the level of stakeholders’ engagement via social media, particularly Facebook, in European and US universities. Second, to examine the influencing factors that boost online interactions, in particular, “location,” “transparency,” “size,” “academic performance” and “activity.”

Design/methodology/approach

An engagement index and a multivariate regression analysis were carried out. Regarding the sample, European and US universities belonging to the “Top 100” of the Academic Ranking of World Universities were analyzed.

Findings

Despite the large online community that US universities possess, European universities attain the higher level of online engagement from its stakeholders. In particular, the greatest level of engagement is achieved by European universities of greater size, in terms of students, with lower academic performance and a lower level of online activity.

Social implications

This study contributes to existing literature by identifying the actual social impact of social media to build successful relationships with the stakeholders of higher education entities.

Originality/value

This paper can contribute to the current scarcity of literature concerning social media to improve new models of accountability in higher education entities with different managerial models.

Details

Online Information Review, vol. 43 no. 7
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 2 September 2019

Melanie Lubinger, Judith Frei and Dorothea Greiling

Materiality, as a content-selection principle, is an emerging trend in sustainability reporting for making sustainability reports (SRs) more relevant for stakeholders. The…

Abstract

Purpose

Materiality, as a content-selection principle, is an emerging trend in sustainability reporting for making sustainability reports (SRs) more relevant for stakeholders. The purpose of this paper is to investigate whether materiality matters in the reporting practice of universities which have adopted the Global Reporting Initiative G4 Guidelines.

Design/methodology/approach

Strategic stakeholder theory and sociological institutionalism serve for deriving conflicting expectations about the compliance of universities with the materiality principle. In the empirical section of this paper, content analyses are conducted on the documented material aspects, followed by a correlation analysis for examining to which extent the identified material aspects are reported in the SRs.

Findings

Although universities document G4-19 stakeholder-material aspects according to different relevance levels and for internal and external stakeholder groups, the identified material aspects are not appropriately reported in the SRs. The adoption of the materiality principle is a superficial one and therefore more in line with the expectations of sociological institutionalism.

Research limitations/implications

The main limitation for this study is the small number of university SRs available. The chance to make SRs more relevant by focusing on stakeholder-material aspects is not used.

Originality/value

This paper reports the first study looking at the compliance between the documented material aspects and the content of SRs in a particular challenging organisational field, the university sector. This paper also adds to the emerging theoretical discussion about the extent universities implement materiality in SRs.

Details

Journal of Public Budgeting, Accounting & Financial Management, vol. 31 no. 3
Type: Research Article
ISSN: 1096-3367

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Article
Publication date: 27 January 2012

Helena Kantanen

This paper aims to focus on how corporate and regional identity and image build a framework for stakeholder dialogue in higher education institutions.

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Abstract

Purpose

This paper aims to focus on how corporate and regional identity and image build a framework for stakeholder dialogue in higher education institutions.

Design/methodology/approach

The paper draws on literature related to corporate identity and image. The approach is qualitative and the data consist of strategic documents and 23 focused interviews conducted with university and stakeholder representatives in three Finnish cities.

Findings

The paper outlines how corporate and regional identities are perceived by university managers and universities' local stakeholders. It claims that the identity and image of the university and the region concerned are among the central determinants of stakeholder interaction.

Practical implications

The paper shows that identity and image are central phenomena to manage communication in higher education institutions. It emphasises that when merging institutions, valuable assets such as the history with local stakeholders may be at risk.

Originality/value

There is information on how university identity and image are formed through research merits and education, but very little knowledge on how they are formed through the so‐called third strand, regional service. The paper sheds light on this question.

Details

Corporate Communications: An International Journal, vol. 17 no. 1
Type: Research Article
ISSN: 1356-3289

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Article
Publication date: 24 December 2021

Giustina Secundo, Gioconda Mele, Giuseppina Passiante and Francesco Albergo

The paper aims to contributes on the debates about University Idea Incubation by investigating the role and the engagement of different University's stakeholders in the…

Abstract

Purpose

The paper aims to contributes on the debates about University Idea Incubation by investigating the role and the engagement of different University's stakeholders in the process of opportunity recognition in an entrepreneurship education program targeted at students with an interdisciplinary background.

Design/methodology/approach

Through a longitudinal case study methodology, the Contamination Lab at University of Salento (Lecce, Italy), the learning approaches and the knowledge process to create an entrepreneurial awareness, mindset and capability in students with different educational background are presented.

Findings

The findings demonstrates the crucial role of stakeholders' engagement for business idea presentation, open innovation challenge, contamination workshop on specialized topics, enterprise projects are important vehicle for effective students' business ideas and innovative projects development in a multidisciplinary environment. The close interaction among students, academia, companies and institutions creates a favourable environment that enables opportunity identification, idea generation through a deep contamination of knowledge, skills and experiences.

Research limitations/implications

Limitations include the need to generalise the results even if this limitation is typical of the case study methodology. Other research is necessary for an in-depth analysis in deep of the other Contamination Lab in Italy and to derive the “invariance traits” of this environment according to the features of the local entrepreneurial ecosystems.

Practical implications

Implications for practices include recommendations for designing innovative programs where the interactions between University-Institutions-Industry are realized.

Originality/value

A conceptual framework is proposed by defining all the entrepreneurial knowledge process and knowledge creation within the Contamination Lab, highlighting the contribution of the stakeholders in each phase and learning initiative of the program.

Details

European Journal of Innovation Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1460-1060

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Book part
Publication date: 14 September 2018

Loreta Tauginienė and Jolanta Urbanovič

This chapter guides the reader to an understanding of social responsibility in educational settings, namely on school/university social responsibility (USR). The…

Abstract

This chapter guides the reader to an understanding of social responsibility in educational settings, namely on school/university social responsibility (USR). The phenomenon of social responsibility in these settings is nuanced when encountering stakeholders, either external or internal. This chapter conceptualizes school/USR and describes related stakeholders and their management strategies. In addition to this, the chapter discusses eight transition lines of stakeholders developed on the expectations of stakeholders, the degree and the format of engagement and impacts on society and institutions: pupil–student; teachers-academics; parents; alumni; future employers; business sector; funding providers; and society at large. It concludes that a managerial pattern while implementing social responsibility by involving stakeholders differs by educational setting. This is to say that school social responsibility is rather carried out through process, whereas USR concerns both process and outputs. This distinction results in introducing the definition of school/USR as a commitment toward performance based on ethical and other conventional principles that are respectively substantiated in the mission, values and related activities in the interplay with all possible stakeholders in order to create social value foremost.

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Article
Publication date: 12 March 2020

Gabriela Fernandes, David O' Sullivan, Eduardo B. Pinto, Madalena Araújo and Ricardo J. Machado

University–industry projects provide special challenges in understanding and expressing the values required of project management (PM) in delivering stakeholder benefits…

Abstract

Purpose

University–industry projects provide special challenges in understanding and expressing the values required of project management (PM) in delivering stakeholder benefits. This paper presents a framework for understanding, identifying and managing the values of PM in major university–industry R&D projects.

Design/methodology/approach

The value framework identifies for each of the key stakeholders, the key PM values that may require to be managed and are largely derived from research literature. Empirical research then explores, prioritises and selects key PM values that need to be managed for a specific project. A large case study is used involving one university and one industry collaborating on a multi-million Euro initiative over six years. Empirical research was conducted by researchers who observed at close quarters, the challenges and successes of managing the competing values of key stakeholders.

Findings

The value framework takes a stakeholders' perspective by identifying the respective PM values for each of six stakeholders: university–industry consortium, university, industry, R&D external entities, funding entity and society.

Research limitations/implications

The research was performed using only one case study which limits the generalisability of its findings; however, the findings are presented as a decision support aid for project consortia in developing values for their own collaboration.

Practical implications

Guidance and decision support are provided to multi-stakeholder research consortia when selecting values that need to be managed for achieving tangible and intangible project benefits.

Originality/value

The paper demonstrates a proposed framework for designing and managing the value of PM in large multi-stakeholder university–industry R&D projects.

Details

International Journal of Managing Projects in Business, vol. 13 no. 4
Type: Research Article
ISSN: 1753-8378

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