Identity and self-presentation : from a representational to a performative lens in studying social media engagement in organisations

Social media make fast inroads into organisations. This raises issues regarding self-presentation and locating experts in these new emerging communication spaces, as the basis for effective social media-enabled knowledge work. However, research on self-presentation and identity in organisational social media is only just emerging and has been founded on broader understandings from studies of public social media. In this literature study we demonstrate that the existing body of research on identity in social media is dominated by a ‘representational lens’. Based on an analysis of the historic foundations of this stream of research, we will expose limitations of this lens in capturing contemporary engagement in online spaces and advocate for a ‘performative lens’ in studying identity work in organisations. We contribute a detailed exposition of the evolution of identity studies in the context of public social media, and we offer an alternative lens for studying the topic in organisational contexts.

Applying King et al.'s taxonomy to frame the IS discipline's engagement in green IS discourse

This paper considers how the IS discipline can engage with discourse on the institutions and their interventions which influence and regulate green IS innovation. To consider possible responses, we apply King et al.’s (1994) taxonomy, based on Institutional Theory, to frame a research agenda to guide future exploration and debate on the interventions to facilitate green IS innovation. Through the application of the taxonomy, we derive several pertinent questions for the discipline to consider as part of this debate. We conclude that the IS discipline can, and indeed should, play a more prominent role both through traditional responses (e.g., descriptive studies of green IS methodologies, organisational best practice, maturity models, etc.), but also through more active engagement in the form of participation and advocacy in shaping future green policy and regulation.

Student attention, engagement and participation in a Twitter-friendly classroom

Guided by a participatory action research methodology, this paper outlines an approach to integrating the social media Twitter platform within a tertiary education course, based on a social, constructivist pedagogy. It explores the perceptions of students on the benefits of using this technology for enhancing attentiveness, engagement and participation in the classroom. Previous studies have shown that greater participation and communication can stimulate student learning and lead to better academic performance, increased motivation, and an appreciation of different points of views. The untested hypothesis is that social media tools like Twitter can foster this type of communication. Students posted their responses during classroom activities via Twitter and then were surveyed on their perceived benefits associated with using the social media platform. The preliminary findings of the qualitative study suggest that, while not without its challenges, social media tools like Twitter have the potential to be used effectively for education-based activities in the classroom to improve communication and engagement both amongst the students and with the instructor.

The influence of job, team and organizational level resources on employee well-being, engagement, commitment and extra-role performance : test of a model

Purpose – Worker well-being continues to be fundamental to the study of work and a primary consideration for how organizations can achieve competitive advantage and sustainable and ethical work practices (Cartwright and Holmes; Harter, Schmidt and Keyes; Wright and Cropanzano). The science and practice of employee engagement, a key indicator of employee well-being, continues to evolve with ongoing incremental refinements to existing models and measures. This study aims to elaborate the Job Demands-Resources model of work engagement (Bakker and Demerouti) by examining how organizational, team and job level factors interrelate to influence engagement and well-being and downstream outcome variables such as affective commitment and extra-role behaviour.

Design/methodology/approach – Structural equations modelling of survey data obtained from 3,437 employees of a large multi-national mining company was used to test the important direct and indirect influence of organizational focused resources (a culture of fairness and support), team focused resources (team climate) and job level resources (career development, autonomy, supervisor support, and role clarity) on employee well-being, engagement, extra-role behaviour and organizational commitment.

Findings – The fit of the proposed measurement and structural models met criterion levels and the structural model accounted for sizable proportions of the variance in engagement/wellbeing (66 percent), extra-role-behaviour (52 percent) and commitment (69 percent).

Research limitations/implications – Study limitations (e.g. cross-sectional research design) and future opportunities are outlined.

Originality/value – The study demonstrates important extensions to the Job Demands-Resources model and provides researchers and practitioners with a simple but powerful motivational framework, a suite of measures, and a map of their inter-relationships which can be used to help understand, develop and manage employee well-being and engagement and their outcomes.

What to do when you can’t (afford to) collect your own data? : a test case using the longitudinal study of Australian children to investigate the influence of parental context on media use and obesity

The dramatic rise in childhood obesity prevalence in the last two decades has prompted concern about the risk factors that may precipitate or maintain weight gain, or both, in early childhood. Media use has long been implicated in policy debates in Australia, particularly around limits to advertising. However the Australian research funding ecology and dominant paradigms in Australian communication and media studies have resulted in a lack of independent, nationally representative studies upon which to base advice. Australian researchers often can’t afford to collect the kind of data they would like in order to intervene productively as policy actors. As a test case for innovative ways round this dilemma, this paper mobilises secondary data analysis methodologies to explore potential influences of parenting on children’s media use and their weight status.

The research reported here uses data from the first three waves of the Longitudinal Study of Australian Children. Results from a path model suggest that children of mothers who were less consistent in the way in which they enforce their rules were more likely to adopt unhealthy lifestyle behaviours, such as sedentary behaviour and consuming unhealthy snacks. Of the lifestyle behaviours considered, time spent watching television or DVDs was the only predictor of child weight status in late childhood. These results suggest a clear pathway linking consistent parenting and other parental practices, children’s lifestyle behaviours and weight status.

Improving science uptake in coastal zone management : principles for science engagement and their application in south-eastern Tasmania

Sustainable management of the coastal zone represents a considerable challenge to Australian society. This challenge is rooted in the complexity of the biophysical and sociocultural characteristics of coastal areas, including uncertainty about system characteristics and processes, and the diversity of stakeholders, their interests, values and perspectives, and the jurisdictions involved in coastal governance and management. Given this complexity of coastal zone management, scientific and other forms of knowledge can affect decision-making and human action in diverse ways, which will often depend on the ability of scientists to engage effectively with relevant stakeholders.

Youth (in)justice : oral language competence in early life and risk for engagement in antisocial behaviour in adolescence

Youth offenders are complex and challenging for policymakers and practitioners alike and face high risks for long-term disadvantage and social marginalisation. In many cases, this marginalisation from the mainstream begins in early life, particularly in the classroom, where they have difficulty both with language/literacy tasks and with the interpersonal demands of the classroom. Underlying both sets of skills is oral language competence—the ability to use and understand spoken language in a range of situations and social exchanges, in order to successfully negotiate the business of everyday life. This paper highlights an emerging field of research that focuses specifically on the oral language skills of high-risk young people. It presents evidence from Australia and overseas that demonstrates that high proportions (some 50% in Australian studies) of young offenders have a clinically significant, but previously undetected, oral language disorder. The evidence presented in this paper raises important questions about how young offenders engage in forensic interviews, whether as suspects, victims or witnesses. The delivery of highly verbally mediated interventions such as counselling and restorative justice conferencing is also considered in the light of emerging international evidence on this topic.

Mobile phone-based audience response system and student engagement in large-group teaching

Engaging students in large classes is a challenge at the best of times. Teachers are increasingly seeking the help of new technology to keep the attention of their technologically savvy students. VotApedia, a free cell phone-based audience response system, is one such technology. This research aims to assess economics students' perceptions of use of VotApedia in helping to achieve deeper learning; to map importance of use of audience response technology for students in promoting engagement and to assess the promotion of a positive and active environment in lectures by use of VotApedia in an Australian University. Using the framework of activity theory, it argues that technologies such as VotApedia use positive feedback loops to facilitate improved student engagement and learning.

Are ICT/Web 2.0 tools influencing civic engagement in modern democracies? An exploratory analysis from India

Web 2.0 tools, while mobilising citizens to make informed choices, may also manipulated public opinion. This hypothesis forms the central theme of this research investigation through the historiography lens. Based on concurrent research from decade, the authors take a closer look at citizen-to-citizen engagement, so as to trace the role of web 2.0 tools, in perhaps manipulating public opinion or enabling democratic governance through reversal of some existing defects in the Indian context. Specifically, they raise these questions: Has ICT enabled civic engagement manipulated public opinion in this developing democracy? Has it succeeded in reversing apparent defects in the electoral system, which is regarded pivotal in democracies? Focusing on the elections, the authors present a synopsis of the use of web 2.0 tools which were seemingly efficiently and prolifically used during the elections albeit to reach out to the large population base in this country.

E-governance as digital ecosystem : a new way to think about citizen engagement and the internet?

There has been a long history of attempting to deploy networked information and communications – mostly in the form of the Internet – to support the broad goals of effective, efficient and responsible democratic government. While there has been considerable talk about the way such technologies might promote better governance – through increased citizen participation in debates and discussions about future outcomes – there has been, in contrast, much action that actually uses the Internet for more efficient government, by creating online and networked interfaces by which citizens can transact business with government. There has been only limited success in using the Internet and similar communications channels to allow citizens to participate in their own governance. Undoubtedly, the Internet does facilitate public consultation. For example, the European Commission used an Interactive Policy Making web tool for public consultation on legislation for regulation of chemicals. Over 6,500 contributions were received over a period of 2 months and the consultation process led to the identification of key flaws in proposals, saving billions of Euros (Timmers,2008). However, consultation of this kind tends to be a mechanism for gathering opinion and gaining citizen approval for change that is not different except in transmission form than previous approaches based on meetings and written submissions. While the European Commission example can be seen as successful, Internet-based consultation can too easily become promotional or marketing oriented, as in recent efforts in Australian by the Federal Communications Minister to use a blog to discuss proposed changes to Internet censorship regulations: in this case, discussion and debate from participants appears largely to have been ignored in favour of a pre-existing position. This paper aims to provide a solution to some of these problems by drawing on the idea of how the Internet can host and support a digital eco-system.

Children's physical activity and screen time : qualitative comparison of views of parents of infants and preschool children

Background
While parents are central to the development of behaviours in their young children, little is known about how parents view their role in shaping physical activity and screen time behaviours.

Methods
Using an unstructured focus group design, parental views and practices around children′s physical activity and screen time (television and computer use) were explored with eight groups of new parents (n=61; child age <12 months) and eight groups of parents with preschool-aged (3–5 year old) children (n=36) in Melbourne, Australia.

Results
Parents generally believed children are naturally active, which may preclude their engagement in strategies designed to increase physical activity. While parents across both age groups shared many overarching views concerning parenting for children′s physical activity and screen time behaviours, some strategies and barriers differed depending on the age of the child. While most new parents were optimistic about their ability to positively influence their child′s behaviours, many parents of preschool-aged children seemed more resigned to strategies that worked for them, even when aware such strategies may not be ideal.

Conclusions
Interventions aiming to increase children′s physical activity and decrease screen time may need to tailor strategies to the age group of the child and address parents′ misconceptions and barriers to optimum parenting in these domains.

Can a media annotation tool enhance online engagement with learning? A multi-case work-in-progress report

The paper explores preliminary data of four cases in a larger study investigating the effects on learning of a new educational technology called Media Annotation Tool (MAT). In particular, the paper focuses on learning engagement with MAT and begins to raise questions about what factors promote or enhance engagement. Drawing on the work of Kirkwood (2009), the authors analyse the type of educational technology functions that were expressed through the ways teachers integrated the use of MAT into their curriculum. Another factor explored in the paper is student engagement. Barkley's (2010) theorising on the complexity of student engagement for learning argues that engagement is where motivation and active learning synergistically interact. Examining students reflections on their use of MAT, the authors identify that while MAT offers active learning, motivation for the use of MAT may be a missing factor for some disengaged students. This insight provides further themes to explore in further analysis of the projects data.