Conference abstract and presentation of research to voluntary sports clubs and virtual community building through social networking sites.
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Steeds meer ouderen lijken te worstelen met de integratie van twee aparte werelden, de echte en de virtuele, want zij zien de voordelen van nieuwe communicatiemiddelen en willen de aansluiting met de moderne wereld niet missen. Hedendaagse jongeren staan anders in het leven: voor hen is er maar één wereld. Technologie is zo vanzelfsprekend dat ze helemaal niet meer zien waar ICT een rol speelt en waar niet. Het is er ‘gewoon’ en als het leuk of nuttig is moet je het gebruiken. Het internet en mobiele apparaten zijn alleen maar hulpmiddelen om je zo goed mogelijk te informeren, om te communiceren, te netwerken en je te vermaken.
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Purpose: This study aims to extend literature on academic entrepreneurship and entrepreneurial networking by examining how academics, in their role of entrepreneurial educators, network for the creation and execution of novel teaching practices in cooperation with external actors. Design/methodology/approach: The empirical investigation is based on qualitative inquiry, using a case study approach. Specifically, eight cases originating at three universities in Germany, The Netherlands and Mexico were examined. The cases which constituted innovative teaching practices were selected following a replication logic. Each involved extensive participation of societal actors in course development or delivery and aimed to stimulate students to work on real life challenges and disseminate novel knowledge back to the world of practice. All courses were either introduced or taught by educators who possessed different levels and types of academic and industrial or entrepreneurial experience. Findings: Based on eight cases the authors found that the networking behaviour of entrepreneurial educators is crucial for the generation of proximity with external actors and for the acquisition of key resources, such as an external actor to participate in teaching practice and for the generation of legitimacy for their innovations in teaching. The entrepreneurial and industrial experience of entrepreneurial educators emerges as an affordance to network with external actors, helping them to achieve a common understanding of the opportunity and to generate trust among them. Practical implications: This study equips managers of higher education institutions with critical insights into innovating the teaching mission of the university and developing closer and stronger relationships with external actors of the university. Originality/value: This study seeks to advance the literature on academic entrepreneurship by shifting the attention away from academic entrepreneurs as merely founders of spin-offs and collaborators with business on research and development towards entrepreneurial educators who see opportunities in establishing collaborations with external actors as part of their teaching activities. Further, it introduces the “social networking perspective” to this field. Vissa (2012) and Stam (2015) introduced this perspective as a logical extension to the study of the generation of social capital to reach entrepreneurial goals.
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Hoofdstuk 2 gaat over peer en professionele online support voor ouders bij het opvoeden. In totaal bevat het boek 31 hoofdstukken over sociaal netwerken, geschreven door tientallen onderzoekers wereldwijd.
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Social media platforms such as Facebook, YouTube, and Twitter have millions of users logging in every day, using these platforms for commu nication, entertainment, and news consumption. These platforms adopt rules that determine how users communicate and thereby limit and shape public discourse.2 Platforms need to deal with large amounts of data generated every day. For example, as of October 2021, 4.55 billion social media users were ac tive on an average number of 6.7 platforms used each month per internet user.3 As a result, platforms were compelled to develop governance models and content moderation systems to deal with harmful and undesirable content, including disinformation. In this study: • ‘Content governance’ is defined as a set of processes, procedures, and systems that determine how a given platform plans, publishes, moder ates, and curates content. • ‘Content moderation’ is the organised practice of a social media plat form of pre-screening, removing, or labelling undesirable content to reduce the damage that inappropriate content can cause.
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On the internet we see a continuously growing generation of web applications enabling anyone to create and publish online content in a simple way, to link content and to share it with others: wellknown instances include MySpace, Facebook, YouTube, Flickr, Wikipedia and Google Earth. The internet has become a social software platform sailing under the Web 2.0 flag, creating revolutionary changes along the way: the individual, the end-user, comes first and can benefit optimally from an environment which has the following keywords: radically user-oriented, decentralized, collective and massive. ‘An environment in which each participant not only listens, but can also make his own voice heard’: the Social Web. This document describes a brief exploration of this Social Web and intends to gain insight in possible fundamental changes this phenomenon is causing or might cause in our society. Particular attention will be paid to the impact of the Social Web on learning and education. For how do two apparently contrary developments touch and overlap? On the one side we have the rapid growth of technologies bringing individuals together to communicate, collaborate, have fun and acquire knowledge (social software). And on the other hand we have the just conviction within the world of education that young people should not only acquire knowledge and information, but should also have all kinds of skills and experience in order to meet social and technological changes deliberately, and prepare for a life long of learning.
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The use of social networking and e-health technology through mobile (and other) devices, like smartphones and tablets, has been increasing in the last 20 years. This is equally true for people in marginalized situations, like homeless people. Earlier research shows that the majority of homeless people own a smart phone (Heaslip et al., 2021) and that mobile technology has the potential to support the health and wellbeing of persons who are homeless (Calvo & Carbonell, 2019). In our presentation, we will explore this potential further and shed light on how and why online social networking is used by homeless people and their social workers.We will present findings from our two-year qualitative research project ‘Social Network First?’ on network support offered to homeless people in Amsterdam and Haarlem, two cities in the Netherlands. In the recent decade, the Netherlands has seen the number of homeless people doubled (CBS, 2021) and the urgency to support this disadvantaged group has increased. Whereas policy in previous years focused predominantly on a ‘housing first’ approach, in which the main priority is to accommodate homeless people, the belief grows that this approach is not sufficient. For that reason, in addition to housing, Dutch shelter organizations are implementing a novel network support approach in the care of homeless people. With this approach, loosely based on the resource group method, social workers attempt to empower their homeless clients by involving and strengthening their clients’ social contacts. To understand the network support approach and its contribution to the empowerment of homeless people, we have conducted 25 semi-structured interviews with homeless people, their relatives and friends, social workers, and other professionals involved. The analysis of the interview data reveals that online social networking is of crucial importance for the network support approach. Our (preliminary) results show that especially WhatsApp is used by social workers to connect the homeless person to his/her social network in two ways. Firstly, WhatsApp is used for thoroughly mapping the social network of the client. Secondly, WhatsApp is used to create an online support group, which offers the client and his/her network possibilities for (re)connection and mutual support. In addition, WhatsApp is used extensively by social workers to easily maintain contact with homeless clients. This is important because, especially with clients who are not ready yet to work on their recovery, using WhatsApp allows social workers to just check in once in a while, while giving control of the process to the client. Whereas these results are predominantly positive, we will also discuss the cons of social networking technology, like privacy issues. In conclusion, our presentation offers a comprehensive exploration of the opportunities of social networking technology in the context of supporting homeless people. By examining the implications for social workers, we aim to inspire attendees with insights in how digital communication methods can be used to improve their social work practice. Subsequently, we aspire this contributes to developing pathways out of homelessness with the help of others.
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Firms increasingly use social network sites to reach out to customers and proactively intervene with observed consumer messages. Despite intentions to enhance customer satisfaction by extending customer service, sometimes these interventions are received negatively by consumers. We draw on privacy regulation theory to theorize how proactive customer service interventions with consumer messages on social network sites may evoke feelings of privacy infringement. Subsequently we use privacy calculus theory to propose how these perceptions of privacy infringement, together with the perceived usefulness of the intervention, in turn drive customer satisfaction. In two experiments, we find that feelings of privacy infringement associated with proactive interventions may explain why only reactive interventions enhance customer satisfaction. Moreover, we find that customer satisfaction can be modeled through the calculus of the perceived usefulness and feelings of privacy infringement associated with an intervention. These findings contribute to a better understanding of the impact of privacy concerns on consumer behavior in the context of firm–consumer interactions on social network sites, extend the applicability of privacy calculus theory, and contribute to complaint and compliment management literature. To practitioners, our findings demonstrate that feelings of privacy are an element to consider when handling consumer messages on social media, but also that privacy concerns may be overcome if an intervention is perceived as useful enough.
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The use of the word “social” in the context of information technology goes back to the very beginnings of cybernetics. It later pops up in the 1980s context of “groupware.” The recent materialist school of Friedrich Kittler and others dismissed the use of the word “social” as irrelevant fluff – what computers do is calculate, they do not interfere in human relations. Holistic hippies, on the other hand, have ignored this cynical machine knowledge and have advanced a positive, humanistic view that emphasizes computers as tools for personal liberation. This individualistic emphasis on interface design, usability, and so on was initially matched with an interest in the community aspect of computer networking. Before the “dot-com” venture capitalist takeover of the field in the second half of the 1990s, progressive computing was primarily seen as a tool for collaboration among people.
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The day comes to an end. Tired of abiding to the rules of productivity you sit back, relax and prepare yourself for some hours of dolce fare niente on your social network of choice – you log into Facebook, Twitter, Instagram and are now ready to catch up with your friends, acquaintances, family et al. An advertisement for something vaguely familiar steals your attention. And then another one. You install AdBlock but still are bombarded with friendly requests to vote on some contest which requires you to like some company's page in order to proceed, or with delicious instafood from the fast food chain down your street. Oh wait, what is this? ‘23 surprising ways M&M's make your sex life better’? What fresh hell is this? Why do you find yourself unable to relax, exhausted from all the stimulus, feeling pushed from one hyperlink to the other as if a sudden gush of digital wind unearthed you from the comfort of your sofa?
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