Venting anger in cyberspace: self-entitlement versus self-preservation in #roadrage tweets

The increase in the popularity of social media and access to portable smart-technology means more drivers are using forums to vent their frustrations about driving. A content analysis was performed on 80,923 twitter posts relating to road rage collected over a 13-month period. The aim was to understand what sources of anger drivers report on social media. Approximately two thirds of the analysed tweets related directly to anger over another driver perceived as a perpetrator of inappropriate behaviour. Judgements of the improper speed of other drivers were the most common tweets. However, a general attitude also emerged where other drivers were seen as "idiots," "unskilled," and "should not be driving." Such a downward comparison is likely to predispose drivers to unjustly blame other drivers for frustrating situations that may be out of their control. Twitter appears to be a social media forum commonly used to vent anger by drivers. Posts ranged from text message, a photo of the offending vehicle or of the driver, or a 6-s video filmed while driving. The sample of tweeted angry comments indicated that many drivers used smart technology to express their anger. However, the motivation behind this action may vary and may be to express anger, report the incident, or to warn the public. The findings highlight the need for further research to understand the prevalence and danger of anger-provoked distraction with smart technology.

Evolutions of an Online Generation: Education, Industry and IMC

This paper traces the evolutions of a new generation of students who are predominantly the ‘online generation’; explores the emerging impact of this generation on industry; identifies the changing role of education from traditional classroom to an online environment; and explores the contribution related to integrated marketing communications (IMC). Educational requirements from a business perspective must incorporate global business demands; virtual learning environments progress the online generation towards a post-modern learning state. The central proposition of this paper is that the emergence of IMC in evolving industry practices is influenced by student generations who are producing a new paradigm of alignment between education and industry. This is purely a conceptual exploration using limited examples to provide some context and illustrate the questions raised for consideration.