Sewe_Social media as a tool of corporate communications in institutions of higher learning a case study of the university of Nairobi

Background of the Study

Social media encompasses web-based and mobile applications that enable individuals and organizations to create, engage, and share both new and existing user-generated content through interactive communication (Davis et al., 2013) The evolution of electronic media in the 1960s, coupled with the rise of the internet, significantly transformed societal operations and interactions Marshall McLuhan's perspective highlights this profound shift in how the world connects and communicates.

The concept of a "global village" is exemplified by social media, which has transformed us into "global wanderers" and information gatherers, as noted by McLuhan In today's digital landscape, individuals can easily connect with strangers across the globe via the internet Social Networking Sites (SNS) like Facebook, Twitter, and MySpace enable real-time updates on distant disasters and breaking news Research shows that a significant number of people now depend on social media for various types of information.

According to the 2013 Pew Research Global Attitudes Project, 76% of internet users in Kenya engage with social networking sites, predominantly among the youth The report highlights that 62% of these users access the internet daily, utilizing social media to connect with friends and family while sharing opinions on various topics, including popular culture, religion, and politics These findings underscore the significant influence of social media in contemporary society.

2 argued that social media has indeed become part and parcel of the modern society‘s lifestyle and culture

Kenya's Vision 2030 economic blueprint emphasizes the integration of science and technology to enhance productivity and efficiency across all sectors Information and Communications Technology (ICT) is identified as a key driver of the Kenyan economy's future Additionally, social media, as a rapidly growing technology, has been adopted by various sectors, including agriculture, government, education, manufacturing, the private sector, and civil society.

An increasing number of studies indicate that corporate interest in social media is on the rise, with more firms integrating various social media platforms into their daily operations and marketing strategies Social media has emerged as a vital channel for information dissemination, allowing organizations to connect with clients in a more personal and interactive manner, akin to face-to-face communication These platforms enable businesses to address client concerns and gain insights into their needs, fostering dialogue and enhancing social engagement Ultimately, social media applications facilitate the discovery and sharing of new information, making them essential tools for modern organizations.

The higher education sector is crucial for a progressive economy, with universities and colleges significantly contributing to research, teaching, and innovation This sector has advanced human knowledge and fostered greater understanding among individuals.

Higher education plays a crucial role in national economies by generating foreign earnings and creating employment opportunities It contributes to economic development by providing highly qualified graduates to the workforce Given its significant benefits to society, the economy, and national culture, it is essential to support the growth and development of this sector Therefore, understanding the evolving landscape of higher education is vital, as well as highlighting how institutions are adapting to dynamic external changes.

Rapid technological development has significantly impacted higher learning institutions, as noted in a 2012 report by Universities UK Today's students, often referred to as "digital natives," differ fundamentally from previous generations, having grown up immersed in technology such as computers, video games, and smartphones This cohort, also known as Generation Y, prefers quick access to information, excels at processing data rapidly, favors multi-tasking and non-linear learning, and relies heavily on communication technology for both social and professional interactions.

The emergence of the "new" digital student, adept in new media and internet communication, presents significant challenges for university administrators, faculty, and public relations offices This research project aims to explore the role of social media as a corporate communication tool within higher education institutions Additionally, it seeks to assess the impact of social media interactions between students and these institutions, as well as evaluate the effectiveness of such interactions in fostering engagement and communication.

This research focuses on a case study of the University of Nairobi, which, according to the 2014 Webometrics ranking, is the top university in East Africa and ninth in Africa As the oldest and largest public university in Kenya, it boasts a diverse and multicultural student body, including international students, making it an ideal setting to explore social media usage trends in higher education institutions across Kenya The unique environment of universities provides a fascinating context for examining social media, as they cater to a varied audience comprising prospective students, current students, and alumni, each with distinct generational differences and needs (Stageman & Berg, 2013).

Statement of the problem

According to a 2012 report by Universities UK, changes in technology are having significant impact on attitudes to web usage and that the cohorts of students arriving at universities now and

The future will see an increasing socialization towards web-based communications, particularly among young people who have integrated social media into their daily lives According to Prensky (2001), the emerging generation of "digital natives," or Generation Y, is distinct from previous student cohorts, having grown up immersed in technology such as computers, video games, and mobile devices These digital natives prefer rapid information processing, multi-tasking, and non-linear access to data, favoring active learning experiences They heavily depend on communication technology for accessing information and engaging in social and professional interactions (Olinger, 2003; Gros, 2003; Frand, 2000).

Roblyer et al (2010) highlight a significant trend in higher education: the slow adoption of new technologies, which hampers institutions' ability to connect with the emerging "digital student." This disconnect prevents institutions from effectively addressing student needs and concerns While some higher learning institutions have established social media accounts, many fail to leverage these platforms proactively to engage with students and enhance their institutional image Observations indicate that numerous institutions either post infrequently or maintain dull, inactive social media pages, while others share content without fostering interaction or promoting engagement.

Engaging in dialogue with students about current affairs, institutional matters, and student welfare is essential for fostering a supportive educational environment This initiative aims to explore the role of social media as an effective tool for corporate communications within higher education institutions.

Objectives of the Study

To investigate the use of social media as a tool of corporate communications in institutions of higher learning

1 To investigate how students use social media to interact with institutions

2 To examine the effectiveness of social media interaction between students and institutions of higher learning

3 To examine how institutions of higher learning use social media to communicate with students

Research Questions

This research investigates the role of social media in corporate communications within higher education institutions It will involve a content analysis of the social media pages of these institutions, complemented by a survey of students to gather insights on their perceptions and experiences.

RQ1 : How do institutions of higher learning use social media to communicate with its key publics?

RQ2 : How do students use social media to interact with institutions of higher learning?

RQ3 : What is the effectiveness of social media interaction between students and institutions of higher learning?

Justification of the study

This research study aims to address the lack of sufficient research on social media use in higher education, providing essential frameworks to enhance critical thinking and the application of new media technologies By promoting effective communication within universities and colleges, the study will empower these institutions to innovate and leverage new technologies, ensuring their relevance and competitiveness on a global scale Ultimately, this research will benefit higher education marketers, administrators, faculty, policymakers, and students alike.

Scope of the study

This research aims to explore the role of social media in corporate communications within higher education institutions, focusing on how students engage with their universities through these platforms It seeks to evaluate the effectiveness of social media interactions between students and institutions, as well as to assess the overall impact of such engagements The study will specifically utilize the University of Nairobi as a case study, involving a sample of both undergraduate and postgraduate students.

8 students of the University of Nairobi as well as managers of the corporate website and social media sites of the University.

Limitations of the study

Limiting the survey to the College of Humanities and Social Sciences (CHSS) at the University of Nairobi may have excluded valuable insights from students at other campuses who engage actively with the university on social media Additionally, the restricted timeframe for conducting this study could have constrained its depth Furthermore, the exploration of social networking as a tool for corporate communications in higher education is a relatively new field, resulting in a scarcity of relevant scholarly literature for review.

Introduction

This chapter reviews relevant research on the history of social media and its role in enhancing corporate communications, particularly within higher learning institutions By examining previous studies, the review aims to identify emerging gaps that require attention Additionally, the theoretical framework will elucidate the theories applied, offering insights and potential answers to the research questions posed in this study.

Theoretical Review

History of Social Media

Social media refers to digital communication platforms that emphasize participative and collaborative interactions (Vernuccio, 2014) The term "social networking sites" encompasses various platforms, including Facebook, Twitter, LinkedIn, and MySpace, as well as earlier sites like Cyworld, Bebo, and Friendster (Davis et al., 2013) These sites are characterized as web-based services that enable users to create public or semi-public profiles, connect with others, and explore their connections and those of other users (Ellison & Boyd, 2010).

The earliest forms of communication were audio and visual, with historical evidence showing that ancient civilizations like China, Egypt, Greece, and Sub-Saharan Africa utilized smoke signals during the day and beacon fires at night Drums also played a crucial role in extending communication ranges in many societies The foundations of social media can be traced back to 550 BC in Iran, where a regular postal system was established, enabling horse riders and wagons to transport mail.

The 18 th and 19 th centuries were significant in the development of communications technologies with the inventions of telegraphs, telephones and radios This meant that for once in history people were able to send and receive messages over long distances The 20 th century is highlighted by the advent and development of the internet The advent of the internet completely changed the communications landscape because people were now able to exchange messages from one person to another through the web or digitally As illustrated on the figure above, internet based communications involved the use of Email, ARPANET, USENET and Bulletin Board System (BBS)

The internet has evolved to include a diverse range of social networking platforms, starting with early sites like LiveJournal and Napster The 21st century marked a significant surge in social networking with the introduction of popular platforms such as Facebook, Twitter, YouTube, and MySpace, transforming how people connect and share online.

Social media has established itself as a fundamental aspect of the online environment, with major networks and platforms consistently implementing changes and enhancements This trend indicates that social media will continue to evolve in the coming years.

Classification of Social Media

Social media scholars classified social media into four main categories including, Social Networking sites (SNS), blogs, content generating and sharing sites as well as user appraisal sites

Social Networking Sites (SNS) are online platforms that facilitate the creation of social networks and relationships based on shared interests or activities These sites enable users to interact through the internet, email, and mobile devices, fostering connections and communication among individuals.

(2012) the most popular websites offering social networking currently are MySpace (started in

Social networks, such as LinkedIn and Facebook, enable users to create online profiles and establish connections within their social circles Unlike traditional platforms that focus on meeting new people, these sites emphasize the visibility and articulation of existing social networks (Ellison & Boyd, 2010) This functionality can lead to connections between individuals who might not have interacted otherwise, often resulting in engagements with "latent ties" (Haythornthwaite, 2005).

A blog serves as an online journal for individuals, groups, or corporations to share their activities, thoughts, and beliefs To create a blog, one can choose from various platforms such as WordPress.com, Blogger.com, and WordPress.org, with Blogger.com and WordPress.com offering free options for users A notable subcategory of blogging is microblogging, which restricts the length of posts, with Twitter.com being a prime example, known for its character limit on messages.

Content generating and sharing sites serve as valuable resources for diverse topics, offering platforms for users to share and discover various forms of media Notable examples include photo-sharing sites such as Flickr and Picasa, alongside popular video-sharing platforms like YouTube Additionally, there are slide-sharing sites that facilitate the distribution of presentations and visual content.

Slideshare.com and docstoc.com are popular platforms for sharing PowerPoint presentations and documents, offering free access to a wide range of content for internet users These sites enable individuals to search, download, and utilize various resources without any fees, making them particularly beneficial for those with limited access to educational materials Additionally, they provide a space for users to create and share their own content, fostering a collaborative learning environment.

User appraisal sites: These serve as a platform for appraisals of various products and services

Websites like www.pagalguy.com allow users to share reviews on a wide range of products and services These user review platforms empower consumers to make informed decisions before purchasing items or investing in services.

Benefits of Social Media to Public Relations

The internet has the potential to catapult brands and companies to rapid success, as highlighted by Scott (2008) Despite the cost-free nature of online communication compared to traditional advertising, many public relations professionals still underutilize blogs and social media to engage with their target audiences Scott emphasizes the need for PR and marketing experts to leverage the immense power of social media, where storytelling can spread virally through individuals sharing content with one another.

Wright and Hinson (2007) explored how new technologies, particularly social media, are transforming public relations by empowering diverse strategic publics to engage effectively with various audiences Their research highlights that the shift towards digital communication is reshaping the industry, and those who grasp this evolution will have a significant advantage in effective communication compared to those who do not.

In the digital age, effective public relations necessitates a deep understanding of how key stakeholders collect and disseminate information To influence these constituents at critical moments, it is essential to implement strategies that align with contemporary digital practices.

A 2005 PR Week/Burson-Marsteller CEO Survey found that 59% of CEOs view blogs as effective corporate communication tools for internal audiences Wright & Hinson's 2008 study highlighted that social media has significantly expedited organizational communication with target audiences, enabling real-time, personalized interactions with stakeholders Furthermore, Jones et al (2008) noted that organizations leveraging social media appear more reputable and innovative, enhancing customer attraction and retention By utilizing social networking sites and tools, companies can directly engage with customers, gaining insights into their preferences and needs, while also realizing substantial cost savings.

Enhancing traditional and online campaigns can significantly improve response rates to pitches, ultimately saving both time and money (Swallow, 2010) It is crucial for corporate social media channels to provide relevant updates and address customer inquiries; neglecting these concerns can harm a company's online reputation and negatively impact sales (Tabellini & Yip, 2013) Freburg (2010) outlines key uses of social media, including establishing an online identity, conducting research, launching events, engaging in dialogue with customers, creating partnerships, managing communications, handling crisis situations, and overseeing reputation management for both corporations and individuals.

About the University of Nairobi

The University of Nairobi, established in 1956, is the oldest higher learning institution in Kenya, located in the capital city, Nairobi Initially founded as the Royal Technical College, it began admitting A-level graduates for technical courses in April 1956 In 1961, the college evolved into the Royal College Nairobi, becoming the second university college in East Africa and forming a special relationship with the University of London It was later renamed University College Nairobi and became a constituent college of the Federal University of East Africa In 1970, it was designated as the first national university in Kenya and officially renamed the University of Nairobi.

The University of Nairobi comprises six colleges: the College of Architecture and Engineering, College of Agriculture and Veterinary Sciences, College of Biological and Physical Sciences, College of Education and External Studies, College of Health Sciences, and College of Humanities and Social Sciences With a total student population exceeding 68,000 and a workforce of 5,000 teaching and non-teaching staff, the university is a prominent educational institution in Kenya.

The University of Nairobi aims to be a world-class institution dedicated to scholarly excellence, providing quality education and training that reflects the aspirations of both Kenyans and the global community According to Vice Chancellor Prof George Magoha, the university is regarded as "one of the greatest inventions of our time," symbolizing the triumph of human imagination and ambition.

University of Nairobi‘s Social Media Background

The University of Nairobi's 2014 communications policy highlights the necessity for effective communication with stakeholders to ensure organizational success in a changing global landscape It identifies a significant challenge in updating and presenting information to its diverse audiences, emphasizing the need for tailored approaches to information sharing and feedback assessment.

17 policy, the university‘s corporate communications is spearheaded by the Public Relations Office which was set up in 2005

The office is comprised of the Public Relations Manager, Web Communications Officer and a Secretary The policy states that one of the responsibilities of the public relations office is to

Utilizing websites and social media for updates is a vital strategy for effectively engaging with key university audiences, including current and prospective students, as well as employees and other stakeholders.

The University of Nairobi actively engages with its audience through various social media platforms, including one Twitter account, an official Facebook page, a YouTube channel, and two Google+ accounts The main Twitter account, @uonbi, boasts over 5,300 followers, while the YouTube channel has garnered more than 2,800 views and 72 subscribers Additionally, the university's Facebook page has achieved over 20,200 likes, and the Google accounts have recorded 4,630 views and 356 followers It's important to note that these figures reflect only the university-wide corporate accounts and do not encompass the social media profiles managed at the college, school, and departmental levels.

Empirical Review

Overview Social Media in Higher Learning Institutions

Today's students increasingly depend on mainstream technologies such as computers, mobile phones, and the internet for quick communication and easy access to information and services, which significantly impacts the administrative services offered.

In their 2004 study, "Virtual Community Attraction: Why People Hangout Online," Ridings and Gefen (2004, cited in Hayes, Ruschman & Walker, 2009) identified four key reasons for public participation in online communities, highlighting the importance of general student services and teaching and learning services in enhancing user engagement at universities (Caries & Kraviks, 2005).

1 Information exchange: the most frequently cited reason

2 Social Support Exchange: The degree to which a person‘s basic social needs are gratified through interaction with others

3 Friendship: A way for individuals to search for and communicate withothers for the purpose of establishing and continuing friendships

4 Recreation: Internet as a form of recreation, like television, and newforms of online gaming

A 2009 Pew Internet and American Life Project report revealed that 73% of American teens use social networking sites, with 65% engaging daily for private messaging It highlighted that older teens prefer Twitter, while Facebook remains popular among teenagers Additionally, a 2012 Nielsen report found that 47% of social media users engage in social care, emphasizing its importance for global brands as consumers increasingly seek customer service through various social media platforms.

According to the report, Facebook is the primary platform for social media users to engage with companies, with 29% commenting on company pages and 28% on personal pages Meanwhile, users also turn to Twitter and YouTube to share their opinions about products and services.

A 2013 QS Global Universities survey across 26 countries revealed that over 50% of respondents in every region use key social networks—Facebook, Twitter, YouTube, LinkedIn, and Pinterest—frequently Younger users showed a higher preference for YouTube and Pinterest, while older individuals favored LinkedIn Notably, African respondents reported lower overall social network usage, except for Facebook The primary motivation for using social networks was to stay updated across most regions, with the exception of Latin America, where interest was the main driver Additionally, respondents from Asia and Africa valued the opportunity to express their opinions.

A 2013 survey by the Consumer Network in Kenya found that 87% of Kenyan youth use the internet for social media, while 57% download music and 55% send emails Although higher education institutions are beginning to explore social media marketing, research on its effectiveness remains limited, and there is insufficient understanding of social media's suitability as a marketing tool for higher education (Constantinides & Stagno, 2011) This lack of appropriate social media platforms for higher education may contribute to the low levels of user-generated content.

University marketers must actively engage current and prospective students to generate valuable content that benefits their institutions Merely having a presence on social media is insufficient; a proactive approach is essential for effective higher education marketing.

In July 2008, professionals in higher education marketing and communication subscribed to Uweb, HighEdWeb, and SUNY CUADnetlistservs participated in a survey regarding their universities' utilization of social media (Reuben, 2008 cited in Kowalik, 2013).

The 148 unique responses from 4 different countries: the United States, Australia, Canada, and New Zealand, shed some light on the social media landscape in higher education

• Over half (53.79%) of the institutions reported having an official Facebook page for their campus, and 20 of them have developed a custom application for Facebook

• Only 21.9% report having an official presence on MySpace, with only one responder indicating they created a custom application for MySpace

Approximately 67% of campuses lack an official Twitter account, while around 64% do not maintain an official Flickr account In contrast, just over half of the campuses have an official presence on YouTube, and nearly 60% feature some form of blogs on their websites.

• Only 17% reported using delicious, a community bookmark website in which users can save Web pages they find and share them with other users

The survey also asked for input on staff time for managing these social media endeavors and what the intended purposes of these activities were Respondents reported the overwhelming

Most tools were managed by individuals in marketing, communications, or public relations departments, primarily for communicating with current students and alumni Organizations typically dedicated 1 to 4 hours weekly to update their Facebook accounts Among those with official Flickr accounts, nearly 43% indicated that their marketing or communications team handled the account, using it primarily to share photos with students, faculty, staff, and alumni.

Most respondents indicated they spend 1–4 hours per week uploading photos to Flickr, while YouTube is mainly utilized for recruitment (29.50%) and sharing videos with current students and alumni Additionally, many participants reported dedicating 1–4 hours weekly to adding videos to their channels Despite the apparent trend in higher education towards leveraging social media for marketing and engagement, there remains a level of skepticism among some individuals regarding the investment of time and resources in these platforms (Kowalik, 2013).

Surveys indicate a growing trend among prospective students and younger alumni engaging in social networks, with over half of American teens and young adults actively using these platforms Additionally, more than one-third of all Internet users participate in social networking, highlighting its widespread appeal (Jones & Fox, 2009).

Social Media Engagement Strategies

Universities hold a crucial role in society and must establish a modern, professional communications system In today's competitive landscape, effectively managing an institution's brand is essential for success.

Effective communication strategies in universities require sophisticated management from Communications Directors, who must develop comprehensive policies and actively participate in brand creation They need to stay informed about student and faculty activities, competitive institutions, and emerging communication trends The advent of the Web has significantly expanded the communication options available to colleges and universities, while also transforming how they interact with their audiences Social networks and online communities are poised for substantial growth, further influencing institutional communication practices.

In the future, students globally will connect through various networks, prompting higher education to adapt to a new communication model This model will shift from a traditional top-down approach to one where information is co-created by the recipients, particularly the students themselves As a result, higher education institutions must embrace collaborative learning and recognize the importance of student-generated content.

Since 2007, academic institutions have increasingly utilized social media to engage with current and prospective students (Stageman & Berg, 2013) The launch of Facebook's "fan pages" in November 2007 provided universities with a new platform to establish an official online presence, prompting many to eagerly create their own pages (Reuben, 2007 cited in Stageman & Berg).

2013) Participation in two-way dialogue is one of the distinct features that differentiate social media sites from more traditional media When social media content is successful, open dialogue

Marquette University's engagement with social media is essential for fostering communication between the university and its current or prospective students, as highlighted by Kent, Taylor, and White (2003) and Mersham et al (2009) Stageman and Berg (2013) emphasize that leveraging social media allows Marquette University to effectively connect with key stakeholders.

Good communication practice dictates that all methods are used to engage the universities‘ audiences wherever they are

There are already conversations about Marquette in social media, and their participation allows the university to lead the discussion that defines their brand

Social media was an innovative communication channel and allowed the communications office to position the university as an innovator among their peers

Social media gave the university the ability to interact directly with their audience and connect the audience with each other, which is key to building engagement

Social media has empowered Marquette University to leverage the influence of word-of-mouth marketing, known as the buzz factor, which is viewed as more credible and authentic compared to traditional marketing methods.

Marquette University's social media strategy, as outlined by Tom Pionek, Director of Interactive Marketing & Digital Strategy, initially aimed to foster community engagement and reflect the broader objectives of the Office of Marketing and Communication However, this overarching goal soon transformed into a concrete target: to engage with five percent of the audience monthly across specific channels and to connect with a total of 35,000 individuals across all university platforms.

Marquette University established a baseline for their social media initiatives, aiming for a five percent interaction rate due to the recent nature of their efforts The university utilized social media as an extension of its existing marketing and communication strategies For instance, during the annual "National Marquette Day" in January, they integrated social media tactics, including a Marquette pride photo competition on Flickr, into a comprehensive promotional campaign that combined various marketing approaches Alongside these digital efforts, traditional methods such as costume contests, games, reunions, and prize giveaways were also employed on campus to enhance engagement.

The integration of online and traditional promotional strategies successfully engaged alumni, current students, and prospective students at a university event for Marquette University Theunissen and Wan Noordin (2012) emphasize that organizations should enhance public interaction by leveraging both mass and new media, while adopting a procedural approach to dialogue that promotes effective communication between the organization and its stakeholders.

According to Stageman and Berg (2013), the marketing and communication team at Marquette University focused on producing engaging content that resonated with their target audience while also prioritizing the creation of open dialogue This approach encouraged audience interaction, whether through responses to posted content or direct outreach to the university Additionally, the significance of fostering communication has been highlighted by Henderson and Bowley (2010) and Li (2010), underscoring the value of dialogue in effective marketing strategies.

Fostering dialogue on social media has become essential in public relations, especially with the rapid evolution of the Internet According to Marquette University's director of marketing and communications, the university effectively engages its audience by creating viral videos tailored for social media For instance, during significant events like Father Wild's retirement, the marketing team shares videos that remix social media reactions, enhancing the conversation and extending the dialogue beyond the initial announcement.

In today's digital landscape, online reactions are transformed into engaging videos by marketing and communication teams, fostering a continuous dialogue among audiences This interactive process not only encourages further engagement but also strengthens community connections For instance, Marquette University effectively utilized Twitter to promote dialogue and enhance connections within its community, demonstrating the power of social media in facilitating meaningful interactions.

The university's marketing and communications team assessed their success by analyzing engagement levels across social media platforms, utilizing the application Sprout Social for tracking quantitative metrics This tool aids organizations in managing customer interactions on social networks Measurement expert Paine (2009) emphasizes that true engagement measurement goes beyond counting posts or tweets; it focuses on audience reactions, including comments, shares, mentions, ratings, and follower counts Additionally, Grunig (2009, cited in Stageman & Berg, 2013) warns about the challenges associated with new media usage.

―many practitioners are using the new media in the same ways they used the old—as a means of

Marquette University effectively utilizes social media to engage with key stakeholders; however, it faces challenges as certain posts yield low response rates This highlights the need for a strategic approach to communication, focusing on meaningful interactions rather than merely broadcasting messages to the public.

Emerging Gaps

Recent scholarly findings indicate that rapid technological advancements are significantly influencing internet usage Specifically, these changes necessitate that higher education institutions frequently reassess their corporate communication strategies, particularly in student engagement Additionally, the literature highlights a gap in research concerning the use of social media as an effective tool for engaging students in higher education settings.

Despite the continuous evolution of social networking sites as integral to modern teenagers' lifestyles, higher education institutions are still struggling to adopt new media technologies that enhance their understanding and communication with today's students Furthermore, while some institutions maintain social media accounts, they often lack effective strategies to maximize their engagement and success on these platforms.

Theoretical Framework

Adaptive Structuration Theory (AST)

Adaptive structuration theory is derived from Antony Giddens‘ Structuration theory Giddens

Social actions are influenced by both external and internal forces within a social system, as noted by Giddens (1984), who defines "Structure" as the social rules and norms that shape the creation and recreation of social systems DeSanctis and Poole build on this idea by exploring how technology implementation can vary; individuals may use technology as intended or adapt its use based on their environment The habitual application of these social rules can limit technology usage and lead to value judgments about the technology itself (DeSanctis & Poole, 1994).

DeSanctis and Poole introduced adaptive structuration theory (AST) to explore how advanced information technologies influence organizational change A key advantage of AST is its ability to clarify the social structures associated with these technologies and the critical interaction processes involved in their application The theory analyzes the change process from two perspectives: the structures offered by advanced technologies and the structures that emerge through human interaction with these tools Calloway (2013) emphasizes that the impact of technological advancements is largely determined by user engagement with the technologies.

Adaptive Structuration Theory (AST) explores how the implementation of advanced technologies leads to variations within organizations, emphasizing that human interaction often diverges from the intended impact of these technologies According to AST, the adaptation of technology structures by organizational members is crucial for driving organizational change (Orlikowski, 1992).

The study of information technology and organizational change is primarily guided by two schools of thought The first is the decision-making school, rooted in the positivist research tradition, which views decision making as the "primordial organizational act" (DeSanctis & Poole, 1994, as cited in Colloway, 2013) This perspective posits that technology should be designed with structures—such as data and decision models—that address human weaknesses When effectively implemented, these technologies are expected to enhance efficiency, productivity, and overall satisfaction for both individuals and organizations (DeSanctis & Poole, 1994, citing Rice, 1984).

(2) the institutional school, which advocates that the adaptation of technology is an opportunity for change rather than a causal agent of change

The institutionalist perspective emphasizes the importance of social evolution within human institutions rather than just the structures of advancing technology (Calloway, 2013) Despite differing focuses, both schools of thought agree that the study of technology and organizational change should prioritize interaction and consider the historical processes that shape social practices.

Maznevski (2000) explored global virtual teams through the lens of Adaptive Structuration Theory (AST) These teams consist of internationally distributed members tasked with making and implementing decisions that have global implications Typically, they operate without in-person meetings, relying heavily on information and communication technology to facilitate their business operations.

Maznevski conducted an extensive 21-month study on three global virtual teams, employing various qualitative and quantitative methodologies to gather data This research aimed to develop a comprehensive theory regarding the dynamics and effectiveness of global virtual teams.

Research from 1994 indicates that the advantages of utilizing advanced information and communication technologies grow with task complexity This finding, along with additional studies referenced by Maznevski, suggests that the effectiveness of communication technologies in global virtual teams is influenced by the nature of the team's tasks and context Furthermore, the evolution of information and communication technologies has led to changes in team organization (Calloway, 2013).

The Maznevskistudy highlights the significance of advanced information and communications technology (ICT) and its adoption by team members during collaborative efforts It illustrates how structural characteristics influence interaction patterns, although they do not dictate specific interactions Furthermore, the study establishes that Adaptive Structuration Theory (AST) is more closely linked to understanding organizational effectiveness in technology utilization compared to other theories.

Relevance of AST to the study

The adaptive structuration theory as discussed mainly implies that:

(1)Social or organizational interactions are influenced through the implementation of technology (2)People‘s experiences, environment or opinions about technology influence its use

(3) These influences alter the way technology is used either reinforcing its intended use or creating new frameworks for use

(4) Repetitive use within these new frameworks can result in changes in social or organizational structures or even technological designs

This study aims to explore the role of social media in corporate communications within higher education institutions Research shows that social media is increasingly vital for interaction, communication, and marketing, prompting many educational organizations to adopt these platforms in their communication strategies Based on the Adaptive Structuration Theory (AST), social media networks facilitate interpersonal connections among users, who leverage these technologies to share experiences and advocate for causes Consequently, large organizations have embraced these trends, utilizing social media beyond its initial intended purpose.

Social media platforms like Facebook and Twitter were originally designed for individual users to connect with friends However, the involvement of large organizations, including universities, has led to significant changes in the design and functionality of these networking sites.

The study examines how higher education institutions utilize social networking sites to engage with students and address negative feedback, guided by the Adaptive Structuration Theory (AST) Initially used for personal connections, social media has evolved as organizations recognized its potential for effective communication Consequently, social media platforms have adapted their designs to fulfill the needs of these institutions The AST framework is crucial for understanding how social media serves as a corporate communication tool, fostering mutual interaction between students and educational organizations.

Technological Acceptance Model (TAM)

The Technological Acceptance Model (TAM) is a key theory in information systems that illustrates how users accept and utilize technology Derived from the theory of reasoned action (TRA) established by Fishbein and Ajzen in 1975, TAM emphasizes the role of individual intentions in shaping behavior These intentions are influenced by two main factors: personal attitudes toward the behavior and social norms, which reflect the approval or disapproval of specific individuals or groups regarding that behavior (Rauniar et al., 2013).

Since its introduction in 1989, the Technology Acceptance Model (TAM) has emerged as the leading theoretical framework in the information systems domain, effectively explaining user acceptance or rejection of information systems (Lee et al., 2003, cited in Munguatosha, Muyinda & Lubega, 2011) This model can also be applied to understand how higher education institutions adopt and utilize social media to engage with students.

The Technology Acceptance Model (TAM) highlights that the perceived usefulness and perceived ease of use of a system are crucial factors influencing user intention to adopt it According to Davis et al (1989), these determinants establish causal relationships between system design, user attitudes, and actual usage behavior, as discussed by Munguatosha, Muyinda, and Lubega (2011).

The Technology Acceptance Model (TAM), as proposed by Davis et al (1989), suggests that individuals are more likely to embrace technology if they perceive it as beneficial for enhancing their job performance (perceived usefulness) and if they believe that using the technology requires minimal effort (perceived ease of use) Key factors influencing technology utilization models include perceived ease of use (PEOU), perceived system usefulness (PSU), user intention to use the system (UIUS), and user subjective norms (USN) regarding the technology (Davis et al., 1989; Venkatesh et al., 2003).

The Technology Acceptance Model (TAM) has undergone various revisions to adapt to specific technological contexts, notably incorporating social influence processes to better predict user behavior towards new technologies (Venkatatesh and Davis, 2000) A key advantage of utilizing TAM is its ability to offer a structured framework for examining how external variables impact the usage of information systems (Hong et al., 2001, cited in Nasri & Charfeddine, 2012).

Despite its wide usage and benefits, TAM has also been widely criticized for its limited explanatory and predictive power TAM has diverted researchers‘ attention away from other

The Technology Acceptance Model (TAM) has faced criticism for creating an illusion of progress in knowledge accumulation, as highlighted by Chuttur (2009) Efforts by various researchers to adapt TAM to the evolving IT landscape have resulted in theoretical confusion (Benbasat & Barki, 2007) Baggozzi (2007) argues that TAM primarily focuses on the individual user and the concept of perceived usefulness, while neglecting the social processes involved in information systems development and implementation Furthermore, research in telemedicine indicates that perceived ease of use may not significantly influence user attitudes and intentions (Hu et al., 1999).

This study utilizes the Technology Acceptance Model (TAM) to explore how social media is embraced as a corporate communication tool in higher education It highlights the perceived usefulness of social media for institutions and emphasizes the ease with which these technologies can be integrated into regular interactions with students.

Introduction

The purpose of this chapter is to present research strategies and the empirical techniques that were applied in this study.

Research site

This research focuses on a case study of the University of Nairobi, specifically its main campus located in the Central Business District (CBD) of Nairobi As the largest campus and the administrative center of the university, it serves as a key site for this study The main campus also hosts the highest number of students and includes the university's public relations office, which plays a crucial role in corporate communications relevant to this research.

Research Design

A research design serves as a comprehensive blueprint for conducting a study, ensuring maximum control over factors that could compromise the validity of the findings (Burns & Grove, 2003) It encompasses the overall strategy for addressing the research question or testing the hypothesis (Polit et al., 2001) Additionally, it outlines the specific plan for data collection and analysis, detailing the "how, when, and where" aspects of the research process (Parahoo, 1997).

This study employs a case study research method, defined by Yin (1994) as an empirical inquiry that explores a contemporary phenomenon within its real-life context, particularly when the boundaries between the phenomenon and context are blurred Soy (1997) highlights the method's strength in utilizing multiple sources and techniques for data collection, allowing researchers to strategically determine the evidence needed and the analytical methods to address research questions The case study approach is especially beneficial for practice-based issues where the experiences of participants and the context of their actions are crucial (Lee, 1989; Galliers, 1991).

(1992) shows that from 1977 to 1985 the case study was one of the most popular research methods (25.4%) from 636 papers surveyed from journals focused on or related to information systems.‖

Study Population

The target population of this study consists of undergraduate and postgraduate students of the University of Nairobi.

Pilot Study

A feasibility study at the University of Nairobi's Main Campus aimed to assess social media engagement between the university and its students The research involved surveying five students from the College of Humanities and Social Sciences (CHSS) to gather insights on their interactions and experiences with the university's social media platforms.

Sample size and Sampling Technique

This section consists of the sample size and sampling techniques that will be applied in this study

Sample size

The sample size for this study was 150 students.

Sampling Technique

This study will utilize stratified random sampling to obtain a representative sample size This technique enhances sampling efficiency by ensuring that all segments of the population are included, thereby reducing estimation error Stratified random sampling involves dividing the population into distinct subpopulations, or strata, from which random samples are then drawn separately.

This study will focus on a target population categorized by gender and academic level, including both undergraduate and postgraduate students The sample will be specifically selected from the College of Humanities and Social Sciences at the main campus, particularly within the School of Economics, the School of Journalism, and the Institute of Diplomacy and International Studies.

Data Collection Methods

To explore how the University of Nairobi utilizes social media for communication with its key clients, a communications professional managing the university's corporate social media accounts was interviewed Additionally, data was gathered from a survey involving 150 students from the College of Humanities and Social Sciences Written questionnaires were also distributed to five Web Champions, who are responsible for managing the websites and social media accounts of their respective schools and colleges These Web Champions possess valuable firsthand knowledge and experience regarding social media at both college and departmental levels, making them reliable sources of information.

Data Analysis and Presentation

The analysis of feedback from respondents' questionnaires was conducted using the Statistical Package for Social Sciences (SPSS) software, while findings from Key Informant interviews were conveyed through descriptive methods The results were visually represented using tables, percentages, pie charts, and bar graphs for clarity and ease of understanding.

CHAPTER FOUR: DATA ANALYSIS, INTERPRETATION AND

Introduction

This chapter analyzes and interprets data collected from a key informant interview with the Web Communications Officer at the University of Nairobi, focusing on the university's use of social media for public communication Additionally, it includes findings from a survey of 150 students from the College of Humanities and Social Sciences and five Web Champions from the same college The data interpretation aligns with the study's research questions, utilizing descriptive and inferential statistics Results are presented through frequency tables and percentages, providing a comprehensive overview of the findings.

How the University of Nairobi Uses Social Media to communicate with its Publics

The researcher conducted a 35-minute key informant interview with the Web Communications Officer at the University of Nairobi, who is responsible for initiating and developing the university's social media communications initiatives This officer possesses firsthand knowledge and experience in utilizing social media effectively within and outside the university The interview allowed for the possibility of follow-up emails to clarify any issues that required further discussion.

The University of Nairobi recognizes social media as an essential communication tool for engaging with current and prospective students A study by Stageman & Berg (2013) highlights that since 2007, academic institutions have increasingly established a presence on social media platforms to enhance connections with existing students and attract potential ones.

In 2008, it was noted that social media allows institutions to humanize the narratives of students and alumni, fostering loyalty and respect that can translate into future business opportunities As social media's popularity surges, particularly among younger generations, it is crucial for educational institutions to stay abreast of these evolving trends.

The University of Nairobi primarily utilized Twitter and Facebook for its social media communications, aligning with findings from Vasquez & Velez (2011), which indicated that Facebook was the most popular platform among Puerto Rican companies, followed by Twitter Similarly, a study by Kelly (2014) in Georgia reported a 100% usage rate for Facebook among institutions, with YouTube being the second most popular platform at 91.7%, and Twitter third at 87.5% Despite this, the University of Nairobi also engaged with additional social media channels, including Google+, YouTube, and blogs, to enhance its communication strategy.

The Web Communications Officer emphasized that the University of Nairobi effectively tailors its information for diverse social media audiences, ensuring immediate success in its communication strategies.

To effectively engage our target audience, we tailor and present our information in a simplified manner For instance, details about scholarships and individual student achievements generate significant shares and interactions on our social media among current and prospective students Conversely, information regarding job opportunities and their requirements resonates strongly with our alumni, eliciting considerable interest and responses.

Stageman & Berg (2013) analyzed Marquette University's social media strategy, revealing that it was tailored to engage various stakeholders, including prospective students, current students, and alumni This targeted approach allows the university to address the unique needs of each group, fostering strong relationships between the institution and its stakeholders.

The University of Nairobi effectively utilizes social media to communicate essential information to its stakeholders, including important dates for exams and new semesters, as well as details about public lectures and corporate social responsibility initiatives.

The Web Communications Officer also said that the university used social media to manage crises:

In 2014, a false rumor circulated claiming that the university had closed due to a student strike over fee increases However, we promptly addressed this misinformation through our social media platforms, ensuring that normal university operations continued without disruption.

A study by Vasquez and Velez (2011) revealed that companies in Puerto Rico underutilized social media for conveying significant messages like corporate news and social responsibility initiatives, failing to engage stakeholders effectively In contrast, the University of Nairobi leverages social media as a vital tool for communication and marketing, maximizing its potential to foster engagement and dialogue with its audience.

This study also found that the University of Nairobi uses social networking sites to compliment other modes of communications such as the websites, newsletters, notice boards, radio and television:

Not all students follow the university on social media, leading them to rely on alternative communication channels for information Conversely, some students who may not access information through newspapers or other sources still stay updated by following the university's official social media pages.

So strategically, this is a win-win situation for the university in terms of communication with our customers.”(Research data, 2014)

Theunissen and Wan Noordin (2012) emphasize the importance of organizations enhancing public interaction through both traditional and new media They advocate for a procedural approach to dialogue, suggesting that organizations should implement practices that promote effective stakeholder communication.

The University of Nairobi has strategically integrated social media into its official communications policy, emphasizing its importance at all organizational levels, including colleges, faculties, schools, and departments The Web Communications Officer noted that social media communication plays a crucial role in negotiating performance contracts across various university units.

The University of Nairobi embraces social media as an innovative platform for instant customer service, actively engaging with users through their social media pages They promptly address messages, reactions, and inquiries regarding their products and services, ensuring immediate responses to customer needs.

The interview highlighted that the university utilizes social media for marketing its products and services, complementing traditional advertising methods By leveraging social media, the university's income-generating units effectively reach their target audience while significantly reducing advertising costs Similarly, research by Vasquez & Velez (2011) indicated that Puerto Rican companies primarily use social media for marketing purposes, with a strong emphasis on promoting their products and services, particularly through platforms like Facebook.

Questionnaires Return Rate

In a recent study, 150 questionnaires were distributed, with 120 returned, achieving an 80% response rate of the expected sample size Notably, all returned questionnaires were fully completed, indicating no spoiled responses.

Composition of Respondents by Gender

In the study, respondents were sampled in regard to their gender; consider male students and female students

Table 4.1 displays the respondents’ participation in the survey according to their gender

In the study (table 4.1) it was observed that 70 per cent of students sampled were male while the remaining 30 per cent were female.

Composition of Respondents by Level of Education

The respondents in this study were mainly classified in terms of their level of education; consider undergraduate and postgraduate students

Table 4.2 displays the respondents participation in the survey according to their level of education

Level of Education Frequency Percentage Valid

Data from table 4.2 indicated that 81.7 per cent had an Undergraduate level of education while the remaining 18.3 per cent had a post-graduate degree

Do you own Social Media Account

The primary aim of this study was to explore the role of social media in corporate communications within higher education institutions To achieve this, it was essential to assess the social media backgrounds of the respondents prior to delving into their interactions with the university on these platforms.

A recent study revealed that an overwhelming 95.8% of respondents possess social media accounts, while only 4.2% do not This data, illustrated in Table 4.3, highlights the significant prevalence of social media usage among the sampled individuals.

According to Lenhart et al (2007), 72% of college students maintain social media profiles, with 45% engaging daily This indicates that a significant majority of university students actively use social media, suggesting that organizations should prioritize these platforms for effective student engagement Furthermore, institutions lacking a social media presence may struggle to communicate efficiently with key stakeholders, including students.

Table 4.3 below displays information on respondents’ ownership of social media accounts

Respondents‘ Usage of Facebook

Table 4.4 below displays respondents’ usage patterns of Facebook

Usage Patterns Frequency Percentage Valid

The respondents were asked their current usage of social media platforms and the following observations were made:

41.7 per cent of them are constant users

33.3 per cent were Regular users

20.8 per cent were Occasional users

2.5 per cent indicated that they were Past users

The remaining 1.7 percent reported that they had never owned a face book account

A study by Hassan et al (2012) revealed that Facebook is the most widely used online network among university students, with 96% reporting daily usage This indicates that Facebook serves as a key communication tool for students, with many utilizing it consistently Consequently, it is essential for institutions to recognize the significance of Facebook in fostering student engagement and communication.

Institutions with a strong presence on Facebook effectively engage with most of their students, while those lacking a Facebook presence fail to communicate with the majority As the leading social media platform, Facebook should be proactively leveraged by educational institutions to improve and strengthen their online communication with students and other important stakeholders.

Respondents Usage of Twitter

Table 4.5 below displays information on the respondents’ usage of Twitter

Usage Patterns Frequency Percentage Valid

In a study involving 120 respondents, 26.7% identified as Regular users and 26.7% as Constant users, while 24.2% were Occasional users Additionally, 12.5% reported never using Twitter, and the remaining 10% were classified as past users of the platform.

A study by Hassan et al (2012) revealed that only 14% of students used Twitter regularly, in stark contrast to 96% who engaged with Facebook daily This suggests that Twitter may be perceived as a platform more suited for professional use, as the majority of students did not utilize it consistently Nonetheless, nearly 25% of respondents reported using Twitter occasionally.

Institutions should leverage Twitter as a vital communication tool, as over 25% of key stakeholders engage with the platform regularly or occasionally By utilizing Twitter effectively, organizations can enhance their communication strategies and connect more efficiently with their audience.

Respondents Usage of YouTube

Table 4.6 below displays information on the respondents’ usage of Youtube

Usage Patterns Frequency Percentage Valid

A recent study involving 120 respondents revealed varying levels of YouTube usage: 20.8% are constant users, 25% are regular users, 35% are occasional users, 6.7% are past users, and 11.7% have never used the platform.

A study by Hassan et al (2012) revealed that 84% of students utilized YouTube, indicating a significant trend in its usage among this demographic This aligns with our findings, as nearly half of the respondents reported using YouTube as a communication tool.

The findings of study suggest that YouTube is also a powerful social media platform for institutions to link up and communicate with key stakeholders.

Respondents Usage of Blogs

Table 4.7 below displays information on respondents’ usage of blogs

Usage Patterns Frequency Percentage Valid

In the study, the researcher wanted to find how many of the respondents have blogs accounts and the following responses were obtained:

8.3 per cent of them were constant users

9.2 per cent of the respondents were past users

15.8 per cent of them were Regular users

This was closely followed by 16.7 per cent of the respondents who were occasional users The remaining 50 per cent of the respondents had never used blogs

A study by Hassan et al (2012) revealed that 20% of students utilized blogs for communication This aligns with the current research, where half of the respondents reported never using blogs for communication, and only a small percentage used them occasionally.

Recent findings indicate that blogging is underutilized by students, despite its numerous advantages for enhancing learning and communication in higher education To promote the benefits of blogging, institutions should actively encourage its use among key stakeholders It is essential for these institutions to clarify the significance of blogs and implement strategies that foster a blogging culture within the higher education sector.

Respondents Usage of Text Messaging

Table 4.8 below displays information on the respondents’ usage of text messaging

Usage Patterns Frequency Percentage Valid

A significant 64.2% of respondents are constant users of text messaging, while 24.2% use it regularly In contrast, 5.8% have never utilized text messaging, and only 0.8% are past users This widespread popularity of text messaging is largely due to the high ownership of mobile phones among the respondents.

Institutions can leverage popular text messaging platforms to enhance communication with students, utilizing flexible chat forums or interactive phone numbers This approach fosters healthy discussions and strengthens understanding between institutions and their key stakeholders.

Table 4.9 below displays information on the respondents‘ usage of Flickr

A survey revealed that 66.7% of respondents had never used Flickr, while regular and past users each made up 6.7% of the total Additionally, 4.2% identified as constant users, and 15.8% were classified as occasional users.

A study by Hassan et al (2012) identified LinkedIn and Flickr as the least utilized social media platforms among university students This aligns with the current research, which shows that a significant number of respondents have never engaged with Flickr.

While Flickr may not be widely used among students, educational institutions should still leverage this platform to enhance their online communication strategy and engage with specific stakeholder groups who are active on it.

Table 4.10 below displays information on respondent’s usage of LinkedIn

In a recent study, researchers investigated LinkedIn usage among sampled students, revealing that 5% were regular users, 6.7% were constant users, 21.7% were occasional users, and 15.8% were past users, while a significant 50.8% had never used the platform.

A study by Hassan et al (2012) revealed that only 10% of students utilized LinkedIn, a finding echoed in the current research, which similarly indicates that very few students engage with the platform.

LinkedIn while a majority had never used it before Institutions could still use LinkedIn to reach out to stakeholders for instance, alumni and industry players.

How respondents frequently posted statuses on Facebook

Table 4.11 below displays information on how often respondents posted statuses on Facebook

The researcher attempted to find out how often the respondent posted a status on Facebook and the following observations were made:

13.3% of them indicated that they post on Facebook monthly

25.8 indicated that they post on daily basis

40.8 per cent of them post on weekly basis

A study by Hassan et al (2012) revealed that 96% of university students access Facebook daily, aligning with Williams and Merten's (2008) observation of students' obsession with their social media profiles However, this study found a notable difference, as only 25.8% of respondents posted statuses daily, while many preferred weekly updates Despite this, Facebook remains highly popular among students, with most engaging with the platform either daily or weekly Consequently, it is crucial for institutions to actively engage stakeholders on Facebook to foster effective two-way communication.

How respondents frequently posted photos on public photo sites

Table 4.12 below displays information on how often the respondents posted information on public photo sharing sites

A survey on image uploading frequency to public photo sites like Flickr and Instagram revealed that 32.5% of respondents never upload images, while 20.8% do so monthly Additionally, 10.0% upload images every two weeks, 24.2% once a week, and 12.5% upload images daily.

56 are similar to Hamade, (2013) who found that 23% posted statuses on social networking sites on an irregular basis (p.388)

Despite infrequent photo postings by respondents on public sites, their regular visits highlight the need for higher education institutions to improve their strategies for engagement on these platforms By enhancing their presence on public photo-sharing sites, institutions can boost visibility and foster interaction with stakeholders effectively.

How often respondents commented on a Blog

Table 4.13 below displays information on how often the respondents commented on blogs

In the study, the researcher asked respondents how often they posted a comment on a blog and the following responses were obtained:

12.5% of the respondents indicated that they do it monthly

13.3% indicated that they post it fortnightly

14.2 % post a comments on blog on weekly as well as those who post daily each

45.8% never post comments on blog

In a study by Hamade (2013), it was revealed that 33% of students commented on blogs multiple times a day, while 13% commented daily However, these findings differ significantly from the current study, where nearly half of the respondents reported never posting comments on blogs (p 392).

Blogs have traditionally struggled to gain popularity among students, highlighting the need for higher education institutions to adopt a proactive approach in utilizing them as alternative platforms To enhance engagement, it is essential to create compelling blog content and actively involve stakeholders in both using and providing feedback on these blogs.

How often the respondents tweeted on Tweeter

Table 4.14 below displays information on how often respondents tweeted on Tweeter

A recent survey revealed that 20.8% of respondents tweet daily, while 17.5% tweet monthly Additionally, 15.8% of participants engage with the platform fortnightly Notably, 30% of those surveyed reported that they have never tweeted.

While Williams and Merten (2008) suggested that university students tend to be overly focused on their Facebook profiles and Twitter pages, the findings of this study indicate otherwise.

58 study since very few tweeted on a daily basis-consider 15% on a daily basis and 17.5% on a monthly basis

The findings of study are however supported by Hassan et al, (2012) who found that only 14% of university students used Twitter to communicate.

How often respondents subscribed to RSS feeds

Table 4.15 below displays information on how often subscribed on RSS feeds

A recent study revealed that among respondents who use RSS feeds, only 0.8% subscribe daily, while 9.2% do so weekly and 16.7% subscribe monthly Notably, a significant 64.2% of participants reported never subscribing to an RSS feed.

A study by Hassan et al (2012) revealed that, aside from major platforms like Facebook, Twitter, YouTube, and MySpace, other social media sites had less than 10% usage among university students This aligns with the current research, where a significant majority of respondents indicated that they had never subscribed to RSS feeds.

How often respondents posted videos on public video sites

Table 4.16 below displays information on how often respondents posted videos on public video sites

A recent survey revealed that only 0.8% of respondents post videos on public sites like YouTube daily, while 8.3% post weekly and another 8.3% post fortnightly Additionally, 19.2% upload videos monthly, but a significant 63.3% have never posted a video In contrast, Hassan et al (2012) found that 84% of university students actively visited and posted content on public video sites, particularly YouTube.

How often respondents created or edited wiki entries

Table 4.17 below displays information on how often respondents created or edited wiki entries

The respondents who participated in the study were asked how often they created or edited a wiki entry and it was observed that:

3.3% create or edit it daily

8.3% create or edit a wiki entry weekly

4.2% create or edit a wiki entry fortnightly

10.8% create or edit a wiki entry monthly

73.3% create or edit a wiki entry have never

Editing entries on social media platforms, akin to commenting on blogs, was found to be unpopular among study respondents According to Cho, Kyunghee & Olmstead (2013), wikis serve as a collaborative communication tool for creating web-based content that necessitates group participation (Mayfield, 2008; Pfeil, Zaphiris, & Ang, 2006).

Respondents Overall Perception on Social Media

Table 4.18 below displays information on the respondents overall perception on social media

They are here to stay 37 30.8 30.8 30.8

They are powerful communication tools 64 53.3 53.3 84.2

They are interesting but mostly for personal use not organizational use

They will fade with time 4 3.3 3.3 100.0

When the respondents were asked to choose the best statemement that summed up their overall perceptionof social media, it was observed that:

30.8% indicated that social media is here to stay

53.3% indicated that social media is a powerful tool for communication,

12.5% believed that social media are interesting but mostly for personal use not organizational use

While the remaining 3.3 % were of the opinion that they will fade with time

The research reveals that a significant majority of respondents view social media as a long-term presence and a potent communication tool This transformation highlights how our methods of online communication have evolved, emphasizing the enduring impact of social media in our daily interactions.

62 has become a central tool for organizations (Kim et al, 2010) as cited in (Vasquez and Velez,

2011, p.161) In their findings, Hassan et al, (2012) found that respondents also had a positive view of social networking and its effects on their lives as students

Higher education institutions must actively leverage social media to engage with stakeholders, as neglecting this platform could create a significant communication gap with today's key audiences.

Whether respondents had ever visited the University of Nairobi‘s Social media pages

Pie chart 4.1.1 shows the percentage of respondents who had visited or not visited the University of Nairobi’s social media pages

When asked if those sampled in the study have ever visited the University of Nairobi‘s social media pages; 85.8 % reported that they have while 14.2% haven‘t

Research by Sheldon (2008) reveals that most college students check their social networking sites multiple times a day, highlighting the significant role social media plays in their daily lives.

63 frequent With over 90 million active users in 2009, Facebook boasted an 85% market share at universities and colleges in the United States (Hendrix et al, 2009) as cited in Ahmed& Tham,

A significant majority of students engage with the University of Nairobi's social media pages, highlighting their popularity and usefulness as informative resources This presents an opportunity for the university to enhance its social media communication strategies, fostering meaningful engagement and improving overall corporate communications with students.

How often the respondents visited the University of Nairobi‘s social media pages

Bar graph 4.1.1 below describes how often the respondents visited the University of Nairobi’s social media pages

The researcher wanted to if the respondents had ever visited the University‘s social media sites and how often they visited the sites The following observations were made:

5% do not visit the university‘s social sites

A study by Young (2010) revealed that most students access social networking sites multiple times each day, indicating a high frequency of social media usage However, it was noted that only 30.8% of students visited their University’s social media platforms daily.

The majority of students regularly engage with the university's social media platforms, highlighting their effectiveness and the expectation of fresh content To enhance communication and foster dialogue, the university must leverage these social networking sites actively This approach can significantly improve the institution's corporate communications and contribute positively to students' overall well-being.

4.24: The main purpose for visiting the University’s social media sites

Pie chart 4.1.2 below displays information on the main purpose for the respondents’ visits to the university’s social media sites

The main purpose for visiting University website for students is to:

To post enquiries as indicated by 25% of the respondents

To express compliments as reported by 1.7 % of those sampled

To express complaints as reported by 11.7% of those who participated in the study

To read information /News as indicated by 52.5% of the respondents

8.3 % of the respondents were of the opinion that they visit the website to share suggestions and new ideas

Over half of the survey participants engaged with the university's social media platforms primarily to access news and updates about campus events Effectively conveying corporate messages and important issues via social media is essential for enhancing visibility and promoting the university's initiatives.

66 conversations between companies and stakeholders (Briones et al, 2011) as quoted in Vasquez

With over half of the students engaging with the University of Nairobi's social media for news and event updates, the university effectively communicates its corporate messages To enhance stakeholder relationships, the university should further its corporate communication strategies on social media Additionally, since 25% of respondents use these platforms to post inquiries, the university must prioritize service delivery through social media, moving beyond mere corporate or marketing posts.

How respondents rate the information shared on the University‘s social media sites

Pie chart 4.1.3 below displays information on how respondents rated information on the university’s social media sites

When asked to rate the information on social media, the following observations were made:

1.7% felt the information was not very useful as well as those who indicated that it was not at all useful

The remaining 47.5% felt the information on the social media sites was very useful

A significant majority of respondents found the information on the university's social media platforms to be valuable According to Vasquez & Velez (2011), Puerto Rican companies prioritized disseminating information over engaging in genuine conversations with their fans and followers This trend indicates a lack of stakeholder participation, which may hinder meaningful discussions between companies and their audiences.

Research indicates that the information shared on the university's social media platforms is beneficial to stakeholders, effectively addressing their needs and offering solutions to relevant issues However, a minority of stakeholders found the information unhelpful, highlighting the university's challenge to enhance the utility of its social media efforts for everyone Conducting an audience needs analysis among stakeholders could assist institutions in more accurately representing the diverse needs of all involved parties.

How often respondents responded to information on the University‘s social media pages 68 4.27:Whether the University‘s social media pages were interactive

Table 4.23 below displays information on how often respondents responded on information on the university’s social media sites

When asked how often they respond to information on the University social media pages, the following observations were made:

9.2% indicated never do they respond to information on the University social media pages

18.3% indicated that sometimes they respond

21.7% very often respond to information on the social media pages

20 % Rarely respond to information on the University social media pages

30.8% often respond to the information on the University Social media pages

The majority of students actively engage with the university's social media platforms by liking pages and sharing information with peers However, the university faces the challenge of sustaining this engagement over time.

To effectively engage with students who are unresponsive to the university's social media communications, it is essential to implement a comprehensive social media strategy This strategy should focus on consistent messaging and timely clarifications in response to stakeholder inquiries Additionally, adopting a creative and informal approach can foster a stronger connection with the student body.

4.27:Whether the University’s social media pages were interactive

Table 4.24 below displays information on whether the university’s social media pages were found to be interactive by respondents or not

69.2 % agreed that social media pages are very interactive while the remaining 30.8 disagreed to this statement

The university's efforts have improved two-way communication with students, fostering a sense of belonging and understanding among respondents However, some participants noted that the social media platforms lacked interactivity To address this challenge, the university must focus on enhancing dialogue and engaging all stakeholders, as effective social media presence relies on active participation.

Whether the University‘s social media pages are frequently updated

Table 4.25 below displays information on whether the respondents found the university’s social media pages to be interactive or not

76.7 per cent of the respondents indicated that the University‘s social media pages are frequently updated while the remaining 23.3 disagreed

Consistency in updating the university‘s corporate social media pages is key to the university‘s corporate communication goals

Unlike the findings of this study, Vasquez & Velez (2011) noted a limited presence of Puerto Rican companies on social media, highlighting a lack of dedication to actively maintaining and updating corporate profiles on platforms like Facebook and Twitter.

Whether the content posted on the university‘s social media pages was interesting

Table 4.26 below displays information on whether the respondents found the university social media pages to be interesting

59.2 per cent of the respondents agreed that the content of University‘s social media pages are very interesting while the remaining 40.8 % disagreed

While most respondents found the university's social media pages to be interesting, nearly half disagreed, suggesting that although the content provided useful information, it lacked engaging appeal.

Engaging content is crucial for successful social media efforts; thus, universities must creatively present information to capture and maintain the interest of their followers.

Whether the University provided feedback when asked a question on social media pages 71 4.31: Whether Social media was a good platform for the University to link up with its publics 72 4.32: Whether the respondents‘ would recommend someone to the university‘s social media

Table 4.27 shows information on whether the university’s provided feedback on its social media pages or not

50.8 % agreed that when asked a question on social media, the University provides feedback while 49.2% disagreed with the idea

The findings indicate that half of the respondents said the university provided feedback while half said the university never provided feedback on social media platforms Feedback is an

Effective communication is a crucial aspect of social media for universities, as it fosters engagement and dialogue with followers Providing timely feedback is essential; without it, communication can falter, potentially damaging the institution's reputation.

4.31: Whether Social media was a good platform for the University to link up with its publics

Table 4.28 displays information on whether social media was a good platform for the university to link up with its publics or not a good one

83.3 agreed that social media is a good platform for the University to link up with its publics while the remaining 16.7 disagreed to this idea

The research indicates that most students believe social media is the most effective channel for university communication Consequently, it is crucial for the university to actively manage and utilize its social media platforms as integral components of its overall communication strategy.

The findings indicate that institutions can effectively engage and connect with a wide range of stakeholders through social media Conversely, it can be argued that institutions lacking a social media presence may miss valuable opportunities for outreach and interaction.

73 are not able to address the needs of the modern day stakeholders in an effective and holistic manner

4.32: Whether the respondents’ would recommend someone to the university’s social media pages if asked a question

Table: 4.29 displays information on whether the respondents would recommend someone to the university’s social media pages or not

74.2 % agreed that they if asked for information, they would recommend someone to the Social media pages while the remaining while the remaining 25.8 % disagreed to this idea

The study indicates that while many respondents trust the university's social media for valuable information, some would not recommend these platforms To enhance reliability and engagement, the university must focus on posting timely, useful content and fostering dialogue This approach will establish the social media sites as preferred sources of information and effective communication channels with the university.

Whether the University of Nairobi‘s image was enhanced through social media

Table 4.30 displays information on whether respondents felt that the University’s image was enhanced through social media or not

82.5% agreed that the University of Nairobi‘s image is enhanced through its social media platforms while the remaining 17.5% disagreed to this idea

Many students take pride in their university's presence on social media, indicating an opportunity for the institution to leverage this platform to strengthen its corporate communications objectives Conversely, universities lacking a social media presence may struggle to cultivate their corporate image and brand, ultimately falling behind in effective corporate communications and failing to meet the needs of their audience.

Whether the respondents encountered any challenges while communicating with the

Pie chart 4.1.4 below displays information on wthether the respondents had any challenges communicating with the university on social media

A recent study revealed that 40% of participants faced challenges when communicating with the university through social media, while 60% reported no issues The primary concern for those who encountered difficulties was the lack of response from the university's social media administrators, leading to delays in receiving feedback Additionally, some respondents cited technical issues, such as slow internet connections, as obstacles to effective communication with the university on these platforms.

To effectively engage with students and stakeholders on social media, the university should prioritize timely feedback and regular updates Additionally, raising awareness of its social media presence is crucial for helping new and prospective students connect easily with the institution.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

Introduction

This chapter presents a summary of the findings, conclusions and recommendations of the study

Social media serves as a powerful communication tool in higher education and various sectors impacting social, economic, and political welfare This study aims to explore the role of social media in corporate communications within higher learning institutions, focusing on how students engage with these platforms to interact with their institutions Additionally, it assesses the effectiveness of these interactions and investigates the methods institutions employ to communicate with students via social media.

Summary of the findings

Based on the feedback from respondents, the researcher derived findings that informed conclusions and recommendations These key findings are grounded in the data analysis results detailed in chapter four, specifically illustrated in table 5.1.

Table 5.1 Summary of the findings

1 To investigate the use of social media as a tool of corporate communications in institutions of higher learning

Institutions of higher learning mostly use Facebook and Twitter to communicate with its clienteles

Institutions of higher learning use social media to manage crisis and safeguard their brands

Social media is used to compliment other channels of communications like websites, newsletters, newspapers and broadcast

Social media is used to quickly serve clients and address customer issues

Social media is used to market an institution‘s products and services and this helps in cost saving of advertisement fees

Social media is used to share news and information on events taking place in the institutions

2 To investigate how students use social media to interact with institutions

Majority of the students (52%) use social media to read news and information on what is taking place in the institutions

25% of the students use social media to seek assistance by posting inquiries on various issues in the institutions

11.7% use social media to complain or express their dissatisfaction on certain services or products offered by the university while 8.3% use social media to suggest or share new ideas

3 To examine the effectiveness of social media interaction between students and institutions of higher learning

Social media is used to counter bad publicity in institutions in an instant

A significant 82.5% of students feel that social media enhances the university's image, and 74.2% would recommend the institution's social media pages for information.

47.5% of the respondents felt that the information posted on the university‘s social media pages was very useful while 23.7% said it was just useful

However, 50.8% said that when asked a question on social media, the university never provided feedback 30.8% of the respondents never responded to information posted on the university‘s social media pages

4 To examine how institutions of higher learning use social media to communicate with students

The university uses social media to enlighten students on what is happening

The university uses social media to call upon the students to rally upon an idea or support an action.

Conclusions

Recent studies reveal that higher education institutions are leveraging social media as a strategic tool for corporate communication with stakeholders Stakeholders, in turn, recognize social media as a vital platform for connecting and engaging with these institutions Furthermore, universities have established social media structures and mechanisms to meet their corporate communication objectives They utilize these platforms not only for marketing their products and services but also for keeping stakeholders informed about ongoing activities and events within the institution.

The university actively monitored and evaluated its corporate-level social media activities, but it did not extend this measurement to the engagement efforts at the faculty, school, and departmental levels Consequently, assessing the effectiveness and success of social media activities within these smaller units remains a challenge.

Despite the presence of higher education institutions on social media, most respondents felt that these institutions often failed to provide timely feedback to stakeholders Burston-Marsteller (2010) highlighted the importance of social media, noting that users are highly engaged and eager to be heard (Vasquez & Velez, 2011).

At this point therefore, it can be concluded that institutions of higher learning have not fully utilized the potential of social media in their corporate communications efforts

Recommendations

Following the findings of this study, the researcher came up with several recommendations that could shade light on best practices in using social media as a corporate communications tool

Institutions of higher learning must prioritize providing feedback on social media when stakeholders engage with them A study revealed that nearly half of the respondents felt their university did not respond to comments or questions posted on social media platforms To foster a more effective two-way communication, universities should actively encourage stakeholder participation As noted by Vasquez & Velez (2011), consumers play a crucial role in facilitating genuine dialogues on social media Neglecting to address customer inquiries and concerns online can result in misunderstandings and communication breakdowns (p.169).

Higher education institutions must focus on creating captivating and engaging content to attract stakeholders on social media platforms A study revealed that 40% of respondents found the content on university social media sites uninteresting Mansfield (2009) suggests that traditional marketing and development materials should be reserved for websites, print, and e-magazines, while social networks should prioritize personality, foster conversation, and build an online community.

Higher education institutions must actively monitor and evaluate their social media performance to effectively measure its impact While corporate-level oversight exists, there is often a lack of evaluation at the school, faculty, and departmental levels, leading to gaps in understanding the effectiveness of these activities A cohesive approach is essential, ensuring that social media efforts align from the corporate level down to individual units According to Burson-Masteller (2012), organizations should consistently monitor their social media presence to maintain a unified brand message and assess the effectiveness of their engagement strategies.

To enhance their online presence, higher education institutions should diversify their activities across various social media platforms Research indicates that Twitter and Facebook are the most utilized sites within these institutions Instead of maintaining inactive accounts on platforms like LinkedIn, YouTube, blogs, and Google+, universities should actively promote the awareness and engagement of these channels among their key stakeholders.

Students should regularly engage with their university's social media platforms, as a significant majority of respondents find the information shared there valuable However, only 30% of students visit these sites daily Active participation from stakeholders is essential, as it fosters meaningful interactions between students and institutions According to Sweetser (2010), social media offers stakeholders the chance to monitor and hold institutions accountable for their communication practices, promoting ethical engagement.

Suggestions for Further Research

This research study had a narrow focus, highlighting the need for further investigation into the role of social media in higher education institutions In conclusion, several future research opportunities have been identified.

I Future research in social media as a corporate communications tool could include more institutions of higher learning as opposed to a case study of one institution

II Further studies could also focus on how stakeholders evaluate the performance of higher learning institutions in social media

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Letter of Transmittal

I am currently a graduate student in Communications Studies at the University of Nairobi, where I am conducting research on "Social Media as a Tool of Corporate Communications in Institutions of Higher Learning," focusing specifically on the University of Nairobi Your feedback on the questions below will greatly support my academic project.

Your responses will be kept strictly confidential, and your thorough and knowledgeable answers to all questions will be greatly valued Thank you for your time and cooperation.

Please tick the appropriate box and fill in the blank spaces provided for questions where elaborate answers are required.

Name (Optional)………Gender: Male [ ] Female [ ]

What is your level of study? Undergraduate [ ] postgraduate [ ]

Section B: Social Media Perception and Usage

1 Do you have a social media account?

2 Which of the following describes your current usage of the social media platforms listed below?

Constant user Regular User Occasional User Past User Never Used It Facebook

3 How often have you done the following?

Uploaded images to a public Photo site eg/Flickr or Instagram

Subscribed to an RSS feed

Posted a video on a public video site (eg Youtube)

Created or edited a wiki entry

4 Which statement best describes your overall perception of social media?

They are here to stay

They are powerful communication tools

They are interesting but mostly for personal use not organizational use

They will fade with time

Awareness and usage of the University’s social media platform

5 (a) Have you ever visited the University of Nairobi‘s social media pages? Yes [ ] No [ ]

Daily [ ] Twice a week [ ] Once a week [ ] Fortnightly [ ]

6 What is your main purpose for visiting the University of Nairobi‘s social media pages?

To share suggestions and new ideas

7 How would you rate the information shared on the University‘s social media sites?

Very Useful [ ] somewhat useful [ ] Useful [ ] Not very useful [ ] Not at all Useful [ ]

8 How often do you respond to information posted on the University‘s social media pages?

Very often [ ] often [ ] sometimes [ ] Rarely [ ] Never [ ]

9 In your own assessment, do you agree or disagree with the following statements?

The university‘s social media pages are very interactive

The university‘s social media pages are frequently updated

The content posted on the university‘s social media pages is very interesting

When asked a question on social media, the university provides feedback

Social media is a good platform for the university to link up with its publics

If asked for information, I would recommend someone to the University‘s social media pages

The University of Nairobi‘s image is enhanced through its social media platforms

10(a) Do you encounter any challenges while communicating with the university through social media platforms? Yes [ ] No [ ]

11 In your own words, how best can the university connect with students and members of the public through social media?

APPENDIX3: Questionnaire for Web Champions

Please tick the appropriate box and fill in the blank spaces provided for questions where elaborate answers are required

Section B: Social Media Usage and Perception

1 Does your faculty/school/department have any active social media account?

2 (a) Do you manage a professional social media account for your faculty/department or school? Yes [ ] No [ ]

(b)If Yes; Which Social Media platforms do you use to share faculty information with students? Facebook [ ] Twitter [ ] MySpace [ ] YouTube [ ] Blogs [ ] LinkedIn [ ] Instagram [ ] Other [ ]

(c)If No, who manages your faculty‘s social media accounts?

3 Which statement best describes your overall perception of social media?

They are here to stay and my faculty/school/department has strategy/needs a strategy/is developing a strategy for using them

They have a powerful potential in communication but I am not sure how it can be applied in faculty/school/department

They are interesting but mostly for personal use not for faculty/department/school‘s use

They will fade with time

4 Which of the following describes your current usage of the electronic communications listed below?

Constant user Regular User Occasional User Past User Never Used It Email

5 How often have you done the following on the faculty‘s/department‘s/school‘s social media pages?

Uploaded images to a public Photo site eg/Flickr or Instagram

Posted /responded to a Comment on a blog

Subscribed to an RSS feed

Posted a video on a public video site (eg Youtube)

Created or edited a wiki entry

6 Do you use each of the following social media for personal use or the faculty‘s/department‘s/school‘s use or both?

Personal Use Only Faculty Use Only Both I don‘t use it

7 To the best of your knowledge, how often does your faculty/department/school use each of the following forms of electronic communication? a)To communicate with staff and current students

Regularly Occasionally Seldom Never I have no Idea Twitter

98 b) To communicate with people outside the university (prospective students, alumni, donors, partners)

Regularly Occasionally Seldom Never I have no Idea Twitter

8 What kinds of information do you post for/share with students, alumni, staff and members of the public on the faculty‘s/schools/department‘s social media accounts?

News/events updates [ ] photographs [ ] videos [ ] other [ ]

9 What kinds of information do students and members of the public post on your social media pages?

Inquiries [ ] complains [ ] compliments [ ] suggestions [ ] other [ ]

10 Do you encounter any challenges while engaging students, staff and members of the public on social media?

If yes, please explain the challenges in brief………

When responding to remarks on your faculty's social media pages without an immediate answer, it's essential to acknowledge the comment and express appreciation for the engagement You can inform the commenter that their question or concern is important and that you will look into it further It's also helpful to provide a timeframe for when they can expect a response and encourage them to reach out via direct message for urgent matters This approach fosters a positive relationship with students, staff, and the public while ensuring transparency and responsiveness.

12 Do you monitor/evaluate the success levels of your faculty/department/school‘s social media communication with students, and members of the public?

If yes, please explain how and when you evaluate your success?