A Social Networking Strategy for Improving Knowledge Management and Communication in the Travel Industry

In today’s technology-driven marketplace, the adoption and management of corporate and customer-facing Social Networking Sites (SNs) is often viewed as a key success factor for Travel Industry (TI) organisations. Knowledge management and the sharing of expertise and experiences through communication between internal and external stakeholders via social networks is an activity which TI organisations are aiming to exploit in order to improve the open sharing, retrieval, organisation and leveraging of knowledge. Through a study of currently-available literature relating to social networking adoption within the TI and a case study analysis of corporate social networking practices at three multi-national TI organisations (British Airways, Thomas Cook and Marriott Hotels), it may be observed that correlations exist between the development of social networking and the processes TI organisations now use to manage knowledge. We explore how these companies are currently utilizing SNs to improve knowledge management practices inside and outside of their organisational boundaries. From our analysis, lessons may emerge as to how TI companies are gaining competitive advantage through the use of social networking; a proposed strategy is identified to determine how TI organisations may make best use of social networks.

London Wall

London Wall is a physical manifestation of the invisible city all around us; a poetic snapshot of social networking traffic from within a three-mile radius of the Museum of London. Over a ten-day period, publicly available status updates from popular websites like twitter and facebook will be selected then published as a vast array of A3 posters pasted onto a wall in the museum's foyer, revealing the idle mutterings of ourselves to ourselves as a form of concrete poetry. This commission is in the foyer and is part of relaunch the museums new galleries.

Queer youth, Facebook and faith: Facebook methodologies and online identities

‘Making space for queer-identifying religious youth’ (2011–2013) is an Economic and Social Research Council (ESRC)-funded project, which seeks to shed light on youth cultures, queer community and religiosity. While non-heterosexuality is often associated with secularism, and some sources cast religion as automatically negative or harmful to the realisation of lesbian, gay, bisexual and transgender (LGBT) identity (or ‘coming out’), we explore how queer Christian youth negotiate sexual–religious identities. There is a dearth of studies on queer religious youth, yet an emerging and continuing interest in the role of digital technologies for the identities of young people. Based on interviews with 38 LGBT, ‘religious’ young people, this article examines Facebook, as well as wider social networking sites and the online environment and communities. Engaging with the key concept of ‘online embodiment’, this article takes a closer analysis of embodiment, emotion and temporality to approach the role of Facebook in the lives of queer religious youth. Furthermore, it explores the methodological dilemmas evoked by the presence of Facebook in qualitative research with specific groups of young people.

Developing a Technoself System to Improve Lifelong Learning Engagement

Lifelong learning exists today in the context of a cultural and societal shift to a knowledge-based, technology-enhanced, and rapidly-changing economy. It has a significant impact on people’s lives and has become of vital importance with the emergence of new technologies that change how people communicate, collect information, and collaborate with others. The emerging technologies, such as social networking, interactive media and game technology, have expanded a new dimension of self – ‘technoself’ driven by socio-technical innovations and taken an important step forward in lifelong learning through the Technology Enhanced Learning (TEL). The TEL encourages learners as producers to embed personalized knowledge and collective experience on individualized learning within professional practice. It becomes more personal and social than traditional lifelong learning, especially about the ‘learning as socially grounded’ aspects. This paper studies the development of technoself system during lifelong learning and introduces technoself enhanced learning as a novel sociological framework of lifelong learning to couple the educational dimension with social dimension in order to enhance learner engagement by shaping personal learning focus and setting. We examine how people construct their own inquiry and learn from others, how people shift and adapt in these technoself-enhanced learning environments, and how learner engagement is improving as the involvement of learners as producers in lifelong learning. We further discuss the barriers and the positive and negative unintended consequences of using technology for lifelong learning.

Did We Fail? (Counter-)Transference in a Qualitative Media Research Interview

Drawing on Joke Hermes’ (2006) account of a troubling interview, this article reproduces and reflects on passages from a qualitative interview with a user of a social networking site that was experienced as uncomfortable by both interviewee and interviewer (myself). The psychoanalytic concept of (counter-)transference is used to analyse the possible processes that led to the emergence of two narratives by the interviewee and interviewer and resulted in an unsuccessful research encounter. It is suggested that the analysis of the interview narratives may contribute to Wanda S. Pillow’s (2003) notion of an ‘uncomfortable reflexivity’. It may further add to methodological discussions of the interview in media research by placing an emphasis on a complex theory of the subject and intersubjective dynamics.

Alienation and Digital Labour – a Depth-Hermeneutic Inquiry into Online Commodification and the Unconscious

At the core of this paper is a psychosocial inquiry into the Marxist concept of alienation and its applications to the field of digital labour. Following a brief review of different theoretical works on alienation, it looks into its recent conceptualisations and applications to the study of online social networking sites. Finally, the authors offer suggestions on how to extend and render more complex these recent approaches through in-depth analyses of Facebook posts that exemplify how alienation is experienced, articulated, and expressed online. For this perspective, the article draws on Rahel Jaeggi’s (2005) reassessment of alienation, as well as the depth-hermeneutic method of “scenic understanding” developed by Alfred Lorenzer (e.g. 1970; 1986).

The Online Romance Scam: A Serious Cybercrime

The Online Romance Scam is a relatively new form of fraud that became apparent in about 2008. In this crime, criminals pretend to initiate a relationship through online dating sites then defraud their victims of large sums of money. This paper presents some descriptive statistics about knowledge and victimization of the online dating romance scam in Great Britain. Our study found that despite its newness, an estimated 230,000 British citizens may have fallen victim to this crime. We conclude that there needs to be some rethinking about providing avenues for victims to report the crime or at least making them more comfortable when doing so.

Supporting the learning and networking experiences of doctoral students

This study explores the impact of a Graduate Virtual Research Environment (GVRE) on the learning and networking experiences of research students. The GVRE was established to support and enhance research skills and employability training across a university. It provides an extensive range of resources including video reflections based on the experiences of students and staff; GVRE members are encouraged to comment and engage in discussions on these resources. Our work is framed using social theories of learning and the role of communities in the support and development of research students. In particular, we are interested in exploring the challenges involved in developing communities and networks for students whose main focus is their individual research. The GVRE was made available to over 600 students and in this research we explore its impact on the experiences of research students. In particular, we investigate four questions: (a) what impact does the students use of the GVRE have on the development of their research skills; (b) what impact does membership of the GVRE have on the networks and communities of research students; (c) how do research students view the relationships between their research skills training programme, their individual research and the GVRE; and (d) how do research students currently use social media. We use an interpretivist approach and our data sources include site statistics, responses to a questionnaire and also feedback from a focus group. Our findings indicate that networking remains an issue and students suggested approaches to facilitating this using the GVRE: (1) A clearer pathway from skills need identification to skills acquisition; (2) Rewards for activities around networking - possibly through credit on the training scheme; (3) Activities that would involve research directly. Feedback on the GVRE indicated that it is valued by research students as it facilitates the development of their research skills. In terms of marketing the GVRE to research students important factors identified were: the ease of access to the site, the overview it gives of the PhD process; and the value of the site to students around the defining moments of their studies when the students felt they needed additional advice and guidance.