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The purpose of this paper is to compare Fortune 200 and top startup chief executive officers’ (CEOs) communication strategies on Twitter and the effectiveness of these strategies in influencing public engagement. Specifically, guided by the dialogic communication theory and social presence theory, this study explored CEOs’ use of dialogic communication, social presence strategies and message tactics. Additionally, public engagement on Twitter measured by total number of likes, retweets and comments was associated with communication strategies utilized by CEOs.

This study employed the quantitative content analysis. A total sample of 720 posts from 36 CEOs were selected and analyzed. Drawing from prior studies, a coding scheme was developed and employed during the coding process. Two authors of this study served as coders and reached satisfactory inter-coder reliability. A series of χ² tests and negative binomial regressions were conducted for data analysis.

Neither Fortune 200 CEOs nor top startup CEOs fully utilized dialogic principles for Twitter communication. Although Fortune CEOs seemed to be experts in strategically tailoring messages and therefore present themselves on Twitter in a friendly manner, startup CEOs demonstrated a higher level of authenticity, animation and informality. Findings are mixed regarding the direction of associations between dialogic principles and public engagement.

This study expands the application of dialogic principles in examining online executive communication and its influence in public engagement on Twitter. This study was among the first that examined executive leadership communication in the context of social media setting. In this sense, the study shifted the internal focus of leadership research to investigating leaders’ interaction with a variety of online publics.

This paper aims to examine what type of messaging on Twitter is most effective for helping move social marketing beyond focusing on personal changes to find out what messages help turn members of the public into vocal advocates for these organizations’ social changes. Social marketing scholarship has regularly focused on how organizations can effectively influence changes in awareness and behaviors among their targeted audience. Communication scholarship, however, has repeatedly shown that the most influential form of persuasion happens interpersonally. As such, it is imperative that organizations learn how to engage audiences and facilitate the discussion about organizational messages between individuals. Social media provide platforms for such conversations, as organizational messaging can be shared and discussed by individuals with others in their networks.

Through a content analysis of 3,415 Twitter updates from 50 nonprofit organizations, this study identifies specific types of messages that are more likely to get stakeholders retweeting, archiving and discussing the organizations’ messaging through regression analysis.

Messages focusing on calls-to-action and community building generated the most retweets and Twitter conversation; however, they were also the least used strategies by nonprofit organizations.

Research has regularly examined the types of messages sent out by nonprofit organizations on Twitter, but they have not tested those messages against measures of engagement. This study pushes the understanding of social media communication to the next level by analyzing those message categories against metrics provided by Twitter for each tweet in the sample.

This study examines the effects of employees' personal social media posts on external publics' online engagement and offline word-of-mouth (WOM) intentions about a company. Specifically, it investigates how employee post characteristics including valence and content and employer reputation jointly influence publics' online and offline behaviors.

A 2 (post valence: positive vs. negative) × 2 (post content: organization-related vs. job-related) × 2 (employer reputation: good vs. bad) between-subjects experiment was conducted. Participants were asked to view a stimulus social media post created by a fictitious company employee, reflecting one of the eight experimental conditions on a random basis. After viewing, they were requested to report their online engagement intentions (i.e., “like,” “share” and “comment”) with the post and offline WOM intentions about the company.

The experimental results showed that participants expressed more “like” intentions when they viewed a positive post than a negative post. Further, they were more likely to “comment” on a job-related post as opposed to an organization-related post. In addition, a significant interaction effect between post valence and employer reputation on publics' online engagement was found, which in turn influenced their offline WOM intentions about the company.

This study is among the first empirical attempts to examine the effectiveness of employees' personal social media posts on external publics' online and offline behaviors. The experimental findings highlight the importance of managing employee relations from a corporate reputation perspective.

Promoting social interaction contributes to social sustainability in the urban setting. And, legibility is one of the key qualities of successful urban places. This research aims to examine the impacts of legibility and the quality of seating areas on the level of engagement with place as well as social interaction.

The levels of social interaction in different public spaces of the selected neighbourhood were observed. On this basis, the neighbourhood park and neighbourhood entry plaza were selected. A sample of 234 people was determined and a quantitative approach was used to examine the objectives.

Inhabitants were more interested in passive engagement with place. Certain cultural and spatial attributes contribute to enhancing social interaction. Legibility was poorly recognizable especially due to the weak level of visibility. The quality and quantity of seating area provision as well as visual connectivity are to be improved so that the legibility as well as the social interaction enhances. Finally, the implications in regards the prospect-refuge theory were described.

Promoting social interaction has been less regarded by urban planners and policy makers in the context of Asian cities. In a historical context with a mix of native-born citizens and immigrants, where different types of crime exist and it suffers from illegible structure in its different parts, understanding the urban design interventions of engagement with place as well as social interaction is an important subject. Policy makers may apply these findings to improve the positive social interactions in such residential neighbourhoods.

Drawing on the self-extended and regulatory focus theories, the present study examined the mechanism as well as the boundary condition under which psychological ownership might relate positively to the work engagement of employees working in public sector organizations in Ghana.

Data were collected from employees (n = 313) working in public sector organizations in Ghana at a single point in time with a survey questionnaire.

The results indicated that psychological ownership and self-regulatory focus behaviors (i.e. prevention and promotion focus behaviors) were beneficial for work engagement; and that while prevention focus mediated psychological ownership-work engagement relationship, that relationship was positive and stronger for employees who performed less promotion focus behaviors.

Managers in public sector organizations should understand that employees with strong psychological ownership would feel more engaged if they perform less promotion focus behaviors.

The authors’ study contributes uniquely to the nascent work engagement literature in the Ghanaian context, and by testing boundary conditions and underlying mechanisms increased the authors’ understanding of work engagement among public sector employees in Ghana.

The purpose of this paper is to describe and evaluate a novel approach to citizen engagement in health priority setting carried out in the context of Primary Care Trust (PCT) commissioning in the English National Health Service.

Four deliberative events were held with 139 citizens taking part in total. Events design incorporated elements of the Twenty-first Century Town Meeting and the World Café, and involved specially-designed dice games. Evaluation surveys reporting quantitative and qualitative participant responses were combined with follow-up interviews with both PCT staff and members of the public. An evaluation framework based on previous literature was employed.

The evaluation demonstrates high levels of enjoyment, learning and deliberative engagement. However, concerns were expressed over the leading nature of the voting questions and, in a small minority of responses, the simplified scenarios used in dice games. The engagement exercises also appeared to have minimal impact on subsequent Primary Care Trust resource allocation, confirming a wider concern about the influence of public participation on policy decision making. The public engagement activities had considerable educative and political benefits and overall the evaluation indicates that the specific deliberative tools developed for the exercise facilitated a high level of discussion.

This paper helps to fill the gap in empirical evaluations of deliberative approaches to citizen involvement in health care priority setting. It reports on a novel approach and considers a range of implications for future research and practice. The study raises important questions over the role of public engagement in driving priority setting decision making.

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

This paper aims to measure and rigorously compare the perceptions of South Korean university social engagement between faculty and students, two definitive stakeholders identified by stakeholder theory – but considerably heterogeneous, to understand how South Korean campus embraces social engagement in practice. To that end, this study delves into the conceptual framework of university social engagement and selects a highly internationalized, research-oriented, four-year comprehensive South Korean university campus that has long sought to become engaged in communities as the research site.

Methodologically, exploratory and confirmatory factor analyses were used to identify the factor model that successfully fit the data of the study. Factorial invariance tests and latent mean analysis were then conducted to measure and strictly compare the between-group mean differences.

According to the findings, neither faculty nor students had positive perceptions of their institution’s social engagement in terms of leadership, participatory decision-making, curriculum and instruction, institutional supports and systemic mechanism. That is, two definitive stakeholders on campus similarly perceived that social engagement has not yet been institutionalized as a core value and therefore embraced in practice. Based on these findings, this study discussed several implications for university decision makers. Specifically, the institutionalization of and the need for authentic leadership in university social engagement were emphasized as a means to encourage and facilitate the delivery of practical, beneficial services to the public.

As with all studies, there are certain limitations that must be noted. The sample for this study represents the experiences and expectations of faculty and students at only one institution. Therefore, the experiences of individuals at this single university are not necessarily representative of all South Korean universities. In addition, given that the public service missions of South Korean universities emanated from Western thoughts (Duke, 2008; Ward, 2003), social engagement in the present study has been discussed and conceptualized according to the dominant Western scholarship.

As both faculty and students similarly perceived, participatory decision-making and systemic mechanism do not work properly, and therefore, social engagement as an institutional value cannot strongly take root on campus. Based on the scale used, this study identified communication and organizational supports as the likely issues that obstruct the institutionalization of social engagement. In relation to communication, Boyte and Hollander (1999) emphasize that it is important that stakeholders are well aware of the engaged effort of the institution. Then, the voices of stakeholders need to be acknowledged as valuable feedback so that university decision makers and stakeholders can discuss mutually important issues and concerns (Minnesota Higher Education Services Office, 2003). Furthermore, the relevant literature consistently contends that engaged effort can only be productive with continuous and systemic organizational supports (Boyte and Hollander, 1999; Holland, 1997; Minnesota Higher Education Services Office, 2003; Weerts and Sandmann, 2008). That is, the engaged work of teaching, research and service should be thoroughly assessed and reported to stakeholders on a regular basis. The implication in this study is that university decision makers should make greater effort to design and implement policies and regulations that enable organizational supports to continue.

For social engagement to be valued in practice, the relevant literature (Kellogg Commission, 1999; Garlick and Langworthy, 2008; Minnesota Higher Education Services Office, 2003; Peterson, 2009) advises that top institutional leaders need to encourage interdisciplinary scholarship that includes research, teaching and learning; develop incentives to encourage faculty involvement in engaged work; support engagement so that it is incorporated into the curriculum and instruction; and secure funding for engagement. The fundamental insight that these suggestions provide to university decision makers is crystal-clear: social engagement must be authentically prioritized in the decision-making process.

The quantitative and descriptive findings of the study seek to provide one further step toward the objective of establishing the groundwork for future research on university social engagement in Asian context. Further, replication studies with various Asian cases and research designs may results in tangible improvements to the theorization of Asian university social engagement.

Public bodies are being encouraged to procure sustainably, to reduce their social and environmental footprint and in order to stimulate sustainability in the private sector. However, little is known about how public sector organisations internationally are responding to this encouragement or of the conditions that are most conducive to sustainable procurement (SP). The purpose of this paper is to address these gaps in our knowledge so as to inform policy development at the government and organisational levels.

The authors report the findings of a survey of SP practices within a sample of over 280 public procurement practitioners from 20 countries and with collective responsibility for expenditure totalling $45bn p.a.

The authors' analysis shows that some SP practices are evident in public sector procurement practice and that the extent and nature of SP practices varies significantly across regions. In addition, the authors highlight the main facilitators of, and barriers to, engagement with SP and investigate their importance for engagement with particular dimensions of SP.

Survey respondents are volunteers and may to some degree be more interested in, or engaged with, SP than other public sector organisations. The analysis is cross‐sectional and therefore provides only a snapshot of SP practice in the public sector organisations studied.

The paper identifies how policy and practice in SP vary across regions, providing practical insights into whether and how government policies are being implemented around the world.

The paper provides the first systematic and comprehensive insight into how public bodies are implementing SP internationally and of the major situational factors that are shaping engagement with SP. The authors evaluate the current effectiveness of policy initiatives regarding SP and highlight the organisational catalysts and inhibitors of greater involvement in SP.

This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks.

In this paper, the authors’ findings are based on a content analysis of 12 textbooks published between 2005 and 2015. The authors generated the sample through three sources: a review of the offerings of five major academic publishers, title searches of academic databases and an examination of the syllabi compiled by AASHE. Texts that displayed a high degree of disciplinarity or those that were narrowly focused were rejected. A list of a priori codes was established in which the authors expected to find in the indices of the texts. This resulted in 21 expected a priori codes for which the authors assessed the sample texts to gauge the place of engagement in these materials.

The authors find that only two textbooks contained ten or more references to engagement. Overall, very little attention was paid to the ways in which individuals, groups or institutions can engage in action for a sustainable society. The authors argue that substantive changes in the writing of textbooks are necessary to provide students with comprehensive training on why engagement is critical. More diverse writing teams, attention to cultural obstacles and mindfulness of the politics of difference are recommended.

Practical implications include pedagogical methods aimed at better-informed students knowledgeable of the importance of public engagement in the sustainability transition.

Social implications include a more dynamic socially sustainable educational experience for students, which is aligned with cutting-edge scholarship.

The authors know of no other research devoted to the analysis of engagement in contemporary sustainability textbooks. The authors hope to encourage writers of sustainability textbooks and their editors to incorporate more robust social science scholarship on pivotal topics such as how social change and action intersects with sustainability. Second, the authors seek to broaden a conversation about the role of public engagement in sustainability-focused textbooks and curricula.