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dc.contributor.advisor Durdella, Nathan en_US
dc.contributor.author Cohen, Reut
dc.date.accessioned 2020-08-26T16:45:16Z
dc.date.available 2020-08-26T16:45:16Z
dc.date.copyright 2020 en_US
dc.date.issued 2020-08-26
dc.identifier.uri http://hdl.handle.net/10211.3/217378
dc.description California State University, Northridge. Department of Educational Leadership & Policy Studies. en
dc.description.abstract This study sought to explore how social media marketing practices have the potential to impact student engagement, which is linked to student success, at the community college level. The research leveraged 16 interviews with student participants within a community college from a specific academic program that has shown increased enrollment numbers and utilizes social media as a tool in the promotion of student work and aids in engagement of students. The study utilized a grounded theory research approach, as student experiences are particularly helpful in addressing the gap in knowledge about how today's community college students understand feelings of "belonging" within a program. Ultimately, this research study allowed for a focus on group characteristics and patterns in how students reported feeling of belonging and success within their media program of study. While emerging research shows that social media is also a hot-button issue, community colleges are behind the curve when it comes to understanding how this tool can potentially be used far beyond mere marketing but can be used by faculty and staff for greater sense of community, student belonging, and, potentially, student success. The two research questions that guided this research focused on how community colleges currently use their official social media to connect with students and prospective students, and, critically, how social media practices of community colleges shape student engagement and success. The study's findings indicate that social media channels managed officially on the part of Oak Tree Community College are not used particularly well, with the bulk of student participants explaining that for them to follow these pages actively - or at all - they want to see themselves reflected and want current information. Participants described how they engage with non-official social media pages run by departments and programs, but virtually all participants explained that they are less inclined to closely follow the official page of the college. To better utilize official social media channels, community colleges should take into account that students need to feel engaged in content shared; that is, student participants require that they are reflected in the posts and information shared, and explained that they desire regular postings that present current, updated information. Ultimately, student participants helped to determine that social media is an effective tool to motivate and engage students, both of which help students to succeed academically and professionally, when students see that they are reflected in posts. Student participants described the important of social media usage in the everyday lives, and described their expectation that it be used in higher education because of the widespread and common use of it in everyday life. In the course of interviews with student participants, it became clear that social media usage was tied to student participants' identities. According to participants, the media department in this study used social media effectively to support the participants by helping them to feel more engaged, describing the motivation they found in seeing their work shared, and explaining how they felt validated by seeing themselves reflected in the department's social media postings. The study's findings suggest that faculty and staff in higher education settings can use social media to directly engage with students, though it is recommended that the impact of social media platforms in higher education should be further explored with more research that includes larger numbers of participants, as this case study showed students benefitted from departmental social media usage. An exploration of social media usage following March 2020, when many public institutions moved to remote/virtual instruction, is also recommended to understand how colleges and universities adapted by tapping into emerging technologies and the efficacy of using these technologies to help students feel supported and engaged during the COVID-19 pandemic.
dc.description.statementofresponsibility Reut Cohen en_US
dc.format.extent vii, 103 pages en_US
dc.language.iso en_US en_US
dc.publisher California State University, Northridge en_US
dc.rights.uri http://scholarworks.csun.edu/xmlui/handle/10211.2/286 en_US
dc.subject Lev Vygotsky
dc.subject student engagement
dc.subject social media
dc.subject technology and higher education
dc.subject community college
dc.subject California community colleges
dc.subject grounded theory
dc.subject case study
dc.subject qualitative research
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Educational Leadership and Policy Studies. en_US
dc.title Exploring How Social Media Marketing Practices In Community College Academic Programs Shape Student Engagement
dc.type Dissertation en
dc.date.updated 2020-08-26T16:45:17Z
dc.contributor.department Educational Leadership and Policy Studies en
dc.description.degree Ed.D. en_US
dc.contributor.committeeMember Bowen, Linda en_US
dc.contributor.committeeMember Ceja, Miguel en_US
dc.contributor.committeeMember Hill, Robert en_US
dc.rights.license By signing and submitting this license, you the author grant permission to CSUN Graduate Studies to submit your thesis or dissertation, and any additional associated files you provide, to CSUN ScholarWorks, the institutional repository of the California State University, Northridge, on your behalf. You grant to CSUN ScholarWorks the non-exclusive right to reproduce and/or distribute your submission worldwide in electronic or any medium for non-commercial, academic purposes. You agree that CSUN ScholarWorks may, without changing the content, translate the submission to any medium or format, as well as keep more than one copy, for the purposes of security, backup and preservation. You represent that the submission is your original work, and that you have the right to grant the rights contained in this license. You also represent that your submission does not, to the best of your knowledge, infringe upon anyone's copyright. If the submission contains material for which you do not hold copyright, or for which the intended use is not permitted, or which does not reasonably fall under the guidelines of fair use, you represent that you have obtained the unrestricted permission of the copyright owner to grant CSUN ScholarWorks the rights required by this license, and that such third-party owned material is clearly identified and acknowledged within the text or content of the submission. If the submission is based upon work that has been sponsored or supported by an agency or organization other than the California State University, Northridge, you represent that you have fulfilled any right of review or other obligations required by such contract or agreement. CSUN ScholarWorks will clearly identify your name(s) as the author(s) or owner(s) of the submission, and will not make any alterations, other than those allowed by this license, to your submission. en_US


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