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Over the past decade, the rapid evolution of social media has impacted the field of human resource management in numerous ways. In response, scholars and practitioners have sought to begin an investigation of the myriad of ways that social media impacts organizations. To date, research evidence on a range of HR-related topics are just beginning to emerge, but are scattered across a range of diverse literatures. The principal aim of this chapter is to review the current literature on the study of social media in HRM and to integrate these disparate emerging literatures. During our review, we discuss the existent research, describe the theoretical foundations of such work, and summarize key research findings and themes into a coherent social media framework relevant to HRM. Finally, we offer recommendations for future work that can enhance knowledge of social media’s impact in organizations.

Social media is increasingly used by institutions of higher education to connect with students, with the goal of establishing a link with students through technology that they are already using at a significant rate. However, guidelines and policies describing the institutions' strategy and expectations for the use of social media are being utilized at a much lower rate than the use of social media itself. This has the potential to reduce the effectiveness of social media by institutions of higher education, and to create a barrier in the use of social media before the benefits can even be fully realized. This chapter explores current research regarding existence of guidelines for the use of social media in higher education, details a number of current issues, which have resulted from the use of social media, and describes general guidelines, which can be used to help institutions avoid the issues that can result from the use of social media. The chapter describes specific sections that should be part of social media guidelines, defines who in the institution will be impacted by the guidelines, and provides examples of effective social media guidelines. Additionally, the chapter describes research that is needed to help administrators and educators understand the issues that can result from the use of social media by an institution and how to prevent issues from occurring through the use of appropriate guidelines, standards, and policies.

This chapter takes a look at the Social Web. Humanities scholars are, by and large, a fairly social group. Attend any of the Modern Language Association conferences and you will be inundated with invitations to attend events hosted by publishers, groups within MLA, universities, and alumni organizations. The way we now include apps as an inherent part of our socialization, however, is changing and evolving as a result of some of the tools that are to be associated with the digital humanities, albeit not necessarily as apparently so as some others. This chapter explores the familiar players like Facebook™, Google+™, Twitter™, and others and discusses how they are being used by those in the field, contextualizing them within a variety of disciplines in the humanities through case studies while situating the category alongside theories that make sense of their use. Not as commonly used in academic social networks are vlogging applications along with student blog sites, which are also examined in this chapter. It is in this and subsequent chapters where augmented reality enhancements will be used. Please follow the directions at the beginning of Chapter 2 to access these additions.

Digital cameras and social networking have made photo-taking and photo-sharing more ubiquitous than ever before. In recent years, scholars and the popular press have raised concerns over the practice of posting photographs on social networking sites, especially when the images contain problematic or incriminating content. These concerns are often directed toward college students, who are among the most active users of social media. To that end, this chapter offers a comprehensive overview of the extent and emerging research pertaining to college students' photo-sharing habits on social networking sites. Much of our attention focuses on Facebook, which has emerged as the largest and fastest growing photo-sharing Web site in the world. While research on text-based disclosure will be addressed, a greater emphasis is placed on college students' photo-related behaviors, including uploading, viewing, tagging, and untagging photos. Further, this chapter discusses research on problematic or damaging content in college students' photos posted on Facebook, including depictions of alcohol use, drug use, and sexual promiscuity. This chapter provides a glimpse of some recent data (collected by the author) from a national sample of U.S. college students, which further shed light on their experiences and attitudes regarding their photo-related Facebook behaviors, the types of incriminating photos they report posting, and the consequences they have experienced due to visual images shared by themselves or others on Facebook. Finally, this chapter concludes with a discussion of the strategies utilized by college administrators, faculty, athletic coaches, and others within higher education to address the concerns and consequences often associated with college students and the photographs they share on Facebook and other social networking sites.

The main goal of this research is to describe the talent management process via social networking sites (SNS) in emerging economies of India and Mexico.

The chapter uses a conceptual approach to detail the subject matter and adopts two theoretical frameworks to enhance understanding of the topic.

India and Mexico have welcomed various forms of SNS as strategic organizational tools for talent management. In India, Orkut is adopted to attract technical employees, Facebook is used to source overseas applicants, and Linkedin is sourced for management professionals. In Mexico, Facebook, Twitter, and YouTube predominantly provide applicants for young talent, while LinkedIn provides applicants for upper-level talent. This research also identifies the role of national cultures and data privacy laws in both these countries.

This research is a conceptual paper and any future research will benefit from having either empirical or qualitative research to substantiate the results.

Practitioners might also benefit from this chapter as it distinguishes how different cultures use SNS for recruitment practices. Some cultures prefer to use SNS predominantly for its social aspect while others favor its practicality value. Global managers may be interested to identify where social networks are easily accepted for work-related practices.

There seems to be a paucity of research on SNS in emerging economies. This chapter provides pioneer work in two emerging economies by identifying relevant statistics, developing a model, and listing current SNS. Thus this research helps fill the gap in the extant cross-cultural literature on SNS.

Purpose – We build on prior research of social movement communities (SMCs) to conceptualize a new form of cultural support for activism – the social movement online community (SMOC). We define SMOC as a sustained network of individuals who work to maintain an overlapping set of goals and identities tied to a social movement linked through quasi-public online discussions.

Method – This paper uses extensive data collected from Stormfront, the largest online community of white nationalists, for the period from September 2001 to August 2010 totaling 6,868,674 posts. We systematically analyzed the data to allow for a detailed depiction of SMOCs using keyword tags. We also used Stata 11 to analyze descriptive measures such as persistence of user presence and relation of first post to length of stay.

Findings – Our findings suggest that SMOCs provide a new forum for social movements that produces a unique set of characteristics. Nevertheless, many characteristics of SMOCs are also in line with conventional offline SMCs.

Originality of the paper – This research broadens our understanding of the differences between online and offline SMCs and presents the special case of the SMOC as a way for scholars to conceptualize and study social movements that use the Internet to form their collective identity.

Social media provides institutions an opportunity for a new level of engagement with prospective students, alumni, donors and community members. This chapter begins with an overview of social media in higher education, who is using it and for what, then provides a few talking points to consider with others before beginning a push into social media. The remainder of the chapter includes a few examples of ways in which social media are used to engage alumni and prospective students, including utilizing Twitter as a free SMS service to provide updates to prospective students during their recruitment, creating an iPhone application for alumni weekend as both an information and engagement tool, and using live tweets from alumni during homecoming to provide an authentic look at the day's events.

The Internet has already impacted the recruitment process. The development of Web 2.0 offers new perspectives to recruiters. Are Web 2.0 practices revealing new e-recruitment strategies? We first connect the resource-based view (RBV) and the social network theory (SNT) respectively with Web 1.0 and Web 2.0. Then we present the results from an exploratory study conducted among recruiters in software and computing services companies. It appears that the use of Web 1.0 is generalized but insufficient. Web 2.0 is used by firms to develop employer branding and reputation and to create new relationships with potential applicants. In conclusion, we adapt Ruël et al.'s e-HRM model to obtain a global view of e-recruitment issues.