SEEKING AND SHARING KNOWLEDGE USING SOCIAL MEDIA IN AN ORGANIZATION: THE IMPACT OF SOCIAL INFLUENCE, ORGANIZATION STRUCTURE AND SOCIAL CAPITAL
AuthorSchutz, Douglas Moore
Committee memberWattal, Sunil
Fesenmaier, Daniel R.
DepartmentBusiness Administration/Management Information Systems
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/2331
MetadataShow full item record
AbstractThe prolific use of social media tools such as blogs and wikis is leading several organizations to adopt these tools. However, success of social media depends on its use by employees to share and seek knowledge. Based on a unique data set obtained from a large multi-national corporation, I examined three different aspects of knowledge seeking and sharing. First, I investigated two-sided network externalities on seeking and sharing. My analysis shows that significant network externalities occur not only at the demand side, which has been the primary focus in prior literature, but also at the supply as well as cross-sides (from supply to demand as well as from demand to supply). Second, I also explored the impact of hierarchical and geographical distribution on knowledge seeking and sharing. My results show that how a firm is structurally organized can yield different influences on the use of corporate social media based on whether the employee is seeking or sharing. Finally, I investigated the impact of social capital. New insights are captured in how different dimensions of social capital influence employee use of corporate social media for seeking and sharing knowledge within the organization.
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Media are social actors: Individuals' social responses to social robots and mobile phonesLombard, Matthew; Morris, Nancy, 1953-; Liao, Tony; Zhao, Shanyang, 1957- (Temple University. Libraries, 2018)The Computers are Social Actors (CASA) paradigm was proposed more than two decades ago to understand humans’ interaction with computer technologies. Today, as emerging media technologies including social robots and smartphones become more personal and persuasive, questions of how users respond to them socially, what individual factors leverage the relationship, and what constitutes the social influence of these technologies need to be addressed. As an expansion of the CASA paradigm, the Media are Social Actors (MASA) paradigm was applied in the current dissertation to understand users’ social perception, social attitudes, and social behavior in their interactions with humanoid social robots and smartphones. Two lab experiments with between-subjects factorial design were conducted. A total of 110 participants were asked to interact with a humanoid social robot and a smartphone respectively in a socio-emotional context and a task-oriented context. Four pairs of social cues were compared to understand their influence on users’ anthropomorphism of the technologies. Multivariate analyses and textual analyses were conducted. Results suggested that users developed more trust in the social robot with a human voice than with a synthetic voice. Users also developed more intimacy and more interest in the social robot when the robot was paired with humanlike gestures. However, individual differences such as users’ attitudes toward robots, robot use experiences, and suspension of disbelief affected users’ psychological responses to the social robot. Although users’ responses to the smartphone did not vary based on the language styles and the modalities, factors such as individuals’ intensive smartphone use, mobile use habits, and their source orientation and re-orientation moderated the social influence of the smartphone. The dissertation has theoretical value in expanding the CASA paradigm to social robots and smartphones. It also tests the validity of the propositions of the MASA paradigm. The results can lead to more comprehensive, nuanced, and exciting discoveries of the social implications, ethical implications, and practical guides of using these emerging media technologies in the future.
THE IMPACT OF SOCIAL CONSTRAINTS ON ADJUSTMENT FOLLOWING THE DISSOLUTION OF A ROMANTIC RELATIONSHIPKarpinski, Andrew; Fauber, Robert L.; Heimberg, Richard G.; Lepore, Stephen J.; Marshall, Peter J.; Taylor, Ronald D., 1958- (Temple University. Libraries, 2012)Many people experience a romantic breakup at some point in their lives, but people's reactions can vary considerably. A common way of coping with the dissolution of a romantic relationship is to seek support and opportunities to talk with close others. Although talking with social network members may prove helpful for some, the Social-Cognitive Processing (SCP) model posits that interpersonal interactions can hinder emotional recovery and adjustment if the disclosers feel the social network members are responding in a socially constraining way. As a result of perceiving social constraints, individuals may try to avoid thinking and talking about the breakup altogether, which, in turn, may interfere with the cognitive processing necessary to move forward from the breakup. The current research marked the first time the SCP model was explored with regards to the dissolution of romantic relationships, and it evaluated the utility of the SCP model in potentially explaining the variable nature of adjustment to a romantic breakup. One hundred and seventy-four eligible participants completed this online study. Participants completed various questionnaires pertaining to their previous relationship and subsequent breakup, their feelings and experiences following the romantic dissolution, their tendencies to think about the breakup, and the degree to which they discussed the relationship dissolution with others and the reactions they received during these conversations. In support of the SCP model, the results indicated that social constraints were associated with greater psychological distress. Furthermore, avoidance partially mediated the relation between social constraints and psychological distress as levels of social support decreased. This suggests that higher levels of social support might help buffer against engaging in avoidance in response to social constraints. In an initial attempt to examine whether the extent of avoidance displayed varied as a function of a dispositional variable (i.e., self-monitoring), no support was found. Future research should continue to investigate additional factors that may moderate the relation between social constraints and psychological distress through avoidance.
DEVELOPING MULTICULTURAL AND SOCIAL JUSTICE COMPETENCIES IN SCHOOL PSYCHOLOGYFiorello, Catherine A. (Temple University. Libraries, 2020)Leaders of the social justice research movement in school psychology argue that since the inception the profession, school psychology has had social justice as a key agenda item. A closer look at the representation of diverse backgrounds in researchers and practitioners and observations of the impact the profession has had on the education of marginalized groups, one could argue that school psychology has contributed to the oppression of said groups. In recent efforts, social justice has been made a focus (i.e. social justice task forces within National Association of School Psychologists (NASP), efforts of individual school districts and graduate training programs to recruit more trainees and practitioners of color, etc.). However, there is still more to be done when training future and current school psychologist who practice, those who train graduate students, and those who do research. The goal of this study is to inquire if the multi-cultural competence and social justice intervention, the Temple Social Justice Project, impacts self-perception of professional performance with social justice matters including multicultural competence using quantitative research methods. Evidence from the current study indicates that more frequent experiences working with culturally and linguistically diverse communities is a significant predictor of higher self-report ratings of social justice orientation. While self-reflection and learning social justice principles may have helped TSJP intervention participants to conceptualize their roles in schools as allies, increased time spent in practicum experiences working with culturally and linguistically diverse communities appears to be effective at predicting higher multicultural competence and social justice orientations as measured by self-report ratings. Findings align with intergroup contact theory which states that intergroup contact reduces prejudice (Pettigrew et. al., 2011). While coursework and professional development/training opportunities are essential for the purposes of prioritizing social justice and multicultural competence and providing individuals with safe spaces to process their social experiences and come to terms with inequality, the data suggests that efforts to diversify our spaces is one of our strongest tools in improving multicultural competence and social justice.