Search results

Social media platforms are increasingly used at work to facilitate work-related activities and can either challenge or make people feel more productive at jobs. This study drew from technostress and employee well-being literature and analyzed longitudinal effects of professional social media (PSM) invasion, work engagement and work exhaustion on PSM-enabled productivity.

Nationally representative five-wave survey data of Finnish employees were analyzed with hybrid multilevel linear regression analysis. Outcome measure was PSM-enabled productivity and the predictors included PSM invasion, work exhaustion and work engagement. Age, gender, education, occupational sector, managerial position, remote work and personality traits were used as control variables.

PSM invasion and work engagement had both within-person and between-person effects on PSM-enabled productivity. Higher educated and individuals with open personality reported higher PSM-enabled productivity. No association between work exhaustion and PSM-enabled productivity was found.

The findings are central considering the increasing use of social media and other technologies for work purposes. The authors challenge the dominant view in the literature that has often seen PSM invasion as a negative factor. Instead, PSM invasion's positive association with PSM-enabled productivity and the association of work engagement and PSM-enabled productivity should be recognized in work life.

This study investigates the role of social media brand posts on customer response and whether said impacts foster engagement in brand co-creation behaviors, especially in the higher education sector. The study further explores the moderating role of a university's reputation in strengthening the effects on student response and co-creation behaviors.

The authors conducted this research by using the dual processes of the heuristic–systematic model to understand the effects of brand post‐characteristics on student’s responses and behaviors. A dataset obtained from a survey of 755 students was employed to estimate the proposed research model.

The results illustrated two key characteristics of brand posts, namely argument quality (systematic processing) and quantity of posts (heuristic processing), positively affect cognitive and affective responses, thus encouraging students to co-create value for a university brand. Moreover, our study also found that university reputation plays a significant moderating role in strengthening the relationship between recipients’ responses and co-creation behavior.

Online brand posts not only enable institutions to exchange brand information but also allow students to contribute their own resources to co-create brand value. Thus, the study findings can help brand managers successfully implement co-branding efforts and foster students in the co-creation process.