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Social Media the Good and the Bad

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Brunel Business School’s Social Media Usage – The Good & The Bad

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Table of Contents Executive Summary …………………………………………………………….. 4
Introduction ………………………………………………………………………… 5 Brunel Business School …………………………………………………….. 5
BBS’s Social Media Accounts ………………………………………………. 5 Facebook …………………………………………………………………………. 6 Twitter …………………………………………………………………………….. 7 LinkedIn …………………………………………………………………………… 8 Youtube …………………………………………………………………………… 8
The Challenges Faced …………………………………………………………. 9 Facebook …………………………………………………………………………. 9 Twitter …………………………………………………………………………….. 9 LinkedIn …………………………………………………………………………… 10 Youtube …………………………………………………………………………… 10
Improvements ……………………………………………………………………. 11
Conclusion ………………………………………………………………………….. 11
Reference …………………………………………………………………………… 12

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Executive Summary
With social media gaining popularity in the past few years, it is no surprise that businesses of all kinds use them as a communication method between themselves and the customers. Higher education institutes such as Brunel University are no different to this either with their aim being to be able engage and communicate more easily with their current, ex and prospective students.

Here we will be focusing on the Brunel Business School and analysing some of the social media accounts they have. The focus of the report will be on their Facebook, Twitter, Youtube and LinkedIn accounts, even though they have 4 other social media accounts. Whilst Google+, Wordpress and Flickr are notable media sites, their popularity amongst an audience of young adults isn’t on the same level as networking social media sites, hence, the first four mentioned media site usage by the BBS will be analysed in depth.

Taking a look into the four social media accounts, it can be clearly seen that BBS is able to engage and communicate and interact with the students, however when compared to fellow competitors such as the London Business School and Cass Business School, its followers, views and subscriptions pale in comparison. This indicates that the BBS hasn’t been able to capture the attention of all of its students and prospective students properly.

To do so, the BBS should try interlinking the media channels, so that they support one another. So when a Facebook message about an event is posted, a quick tweet on Twitter about it can be made, as well as a short 30-60sec video of last year’s even be posted on Youtube. This helps students know what is happening and draws them into following the social media accounts they aren’t following for more information.

1. Introduction In the recent years, the popularity of using media sites - in particular network sharing sites, as a form of communication method has risen. They’ve become popular amongst everyday people and businesses as a communicative method, with even higher education institutes such as universities, are following this trend. In the case of high education institutes such as Brunel University, social media is used as a way to communicate with current student, alumni and get into contact with prospective students. This report will be analysing Brunel Business School’s social media usage, the challenges associated with them and how they can be overcome. Additionally, how their social media strategy can be improved to attract more users.

1.1 Brunel Business School The Brunel Business School is an academic department within the College of Business, Arts and Social Sciences in Brunel University - it is one of the six departments that is a part of the college. The BBS boasts to be one of the largest academic departments in Brunel University –home to 2000 students, and more than 100 academic and administrative staff. It offers a variety of programmes, covering business and management disciplines at undergraduate and postgraduate levels, as well as providing a wider range of opportunities to current and prospective PhD students.

2. BBS Social Media Accounts The Brunel Business School makes use of a variety of media sites as a form of communication between the school, staff, students’ and perspective students’. They have various accounts open on popular sites such as; Facebook, Twitter, LinkedIn, Youtube, Google+, Wordpress and Flickr. Rather than focusing on each account, we’ll focus on the more prominent social media accounts used by BBS – Facebook, Twitter, LinkedIn and Youtube.
2.1 Facebook Facebook is a social networking website, which is a member-based community on the Internet, allowing its users to post profile information (Pempek et al, 2009). According to its owner, Mark Zuckerberg, the aim is to act as a social tool aiding people to communicate easily and efficiently with others (Chaffey, 2009). However, whilst in the start Facebook only had three functions; more functions were added on as the social website gained popularity. Creating an ‘official’ page was one of them, allowing artists and businesses to create pages that are affiliated with their brand - which is what Brunel Business School’s Facebook page is.

At first glance, the Brunel University logo is clearly presented on both the page header and profile page, making it extremely clear as to which university page the viewer is browsing. Scrolling down through the timeline, the number of likes – 22,400, and visits – 746, can be easily viewed, along with links to the official university page and reviews left by current and alumni students. The posts made on the page, all relate to various educational events occurring within the college, or abroad, as well as news articles and posts which highlight the works done by BBS students. The advantage of Facebook is that it allows the students interact directly with the university and with fellow/ex-students by just simply posting on the page. Also the content shared within the page is easy to share, as users who liked the page, can easily share a post by BBS onto their own pages, allowing their own network circle to view the post/article.
2.2 Twitter Twitter is a ‘micro-blogging’ website, which gained popularity in 2009 amongst people (Kwak et al, 2010). It’s considered to be a source for miniature blogging due to the constraints in word limit – 140 characters per tweet maximum, causing its users to have to blog about events as short as possible. The difference between Twitter and other networking social media websites is that, unlike others, users here are not obligated to reciprocate the following (Kwak et al, 2010).

Again on the first look the university logo is clearly displayed, letting the viewer have a clear idea as to whose page they are viewing. Directly under the logo/display picture, a short summary of the school is given, showcasing the main university website and twitter account. A clear indication to how many followers the school can also be seen at the top – 1,098 followers. Viewing the tweets, it is clear to see that the content is more varied in comparison to the Facebook page, with news articles from various business sources, and tweets from staff and students. The benefits of using twitter for BBS is that users often searches for tweets or new accounts through looking up a certain hash tag or retweets. By using the hash tag on the correct term or retweeting an article/tweet from the right account, the school can attract a lot of views! It’s also a simple and easy way to keep in contact with students and interact with them personally, through tweeting/retweeting them.
2.3 LinkendIn LinkedIn is a networking site that is more business orientated than personal-life orientated. The website allows users to bring together their professional networks and acts as an online CV of sorts, allowing companies to recruit users for jobs (Papacharissi, 2009). When going to the LinkedIn link, it can be seen the LinkedIn page is for the whole university, rather than a page solely dedicated towards the business school. LinkedIn benefits the school by helping them keep in contact with alumni’s, as well as current and ex-staff members. By keeping in touch with notable alumni’s, the school can ask them to come into classes or events and speak to current students. It is also a good way for the school to recruit future staff members, as well as advertise future jobs.
2.4 Youtube
Youtube is a video-sharing website with a diverse range of content available on it, which attracts a wide range of audience/viewers onto the site (Burgess & Green, 2009). Similar to BBS’s other social media accounts’, their Youtube page also has their logo presented clearly for everyone to see. The content on this page is a bit more varied as the videos allow you to get to know the staff members in the school better, and what the courses are like through webinars and introductory videos. Using Youtube as a communicative social media is beneficial for BBS, as it allows the school to show its ‘colors’. The video’s can show prospective students everyday lives of current students, event sneak-peaks and interviews with the teachers. This helps to build that community feel, and can help make prospective students like they’re already a part of the school.

3. The Challenges Faced
Whilst the Brunel Business School does use a large variety of difference social media account, as a way to network and communicate with new, ex and prospective students, there are some problems with its current social media usage which should be addressed and looked into.

3.1 Facebook It is evident that the number of likes received to views received ratio isn’t good. The page has approximately over 22k likes and followers; whilst it only has 700 odd views. This indicates that the traffic on the page itself isn’t high. Whilst articles and posts are being shared, and the page is being liked, people aren’t coming to the actual Facebook page to view its content, indicating that the page is failing to properly engage with the target audience – students, alumni and prospective students; hence the views are so low.
3.2 Twitter Comparing BBS’s twitter page to that of its competitor, the London Business School, it’s evident there is a large gap in followers.

As seen above, it is clear that there is a large gap in numbers when it comes to followers. Not only that, upon further examination of the twitter pages, it is also evident that there is a difference in the number of retweets a BBS tweet gets in comparison to LBS. This indicates that the BBS twitter page is not getting across to the right target audience. Words, and hash-tags can be used to look up tweets, the right keywords to attract Brunel students and prospective students aren’t being used correctly either.
3.3 LinkedIn The problem with the LinkedIn account is that it is not per-say a separate account from Brunel University. Hence the page is used as a business-networking aide for the whole university, rather than focusing on one university only. So perspective business students or parents wishing to read reviews about the school or see the alumni’s from BBS would not be able to do so easily. So there is a lack of ease of access, should students want to communicate with previous alumni’s for advice.
3.4 Youtube The main problem faced with the Youtube account is that the subscription and view counts are very low in comparison to competing business schools like, Cass Business School. This indicates towards the fact that the Youtube page isn’t capturing the students’ attention, which could be due to lack of regular updates, lack of advertisement of the videos and the length of the video itself.

4. Improvements The biggest challenge being faced by the BBS, is that it’s failing to attract students properly to the various page. In the case of Facebook, Twitter and Youtube, linking the three accounts and its contents would be beneficial in gaining more student views and followers. So when a new Youtube video is uploaded, it can be shared onto Facebook and Twitter, allowing for the content to be shared in multiple websites. To gain Youtube subscriptions, BBS should look into uploading more frequently, and having shorter videos, as seen on the Cass Business School Youtube page. To increase the engagement level on twitter with perspective and current students, creating a personalised hash-tag would help. This would allow the school to keep a track of any queries being made, allowing them to reply to them and engaging with students or perspective students.

5. Conclusion So, whilst the BBS has various social media accounts and is using them to their best ability to engage with its target audience it isn’t doing so in an efficient manner. To efficiently engage and attract more students, certain things should be change, allowing for the communication method between the two parties to be more efficient and easier.

References

Brunel.ac.uk, (2014). About Us | Brunel University London. [online] Available at: http://www.brunel.ac.uk/bbs/about-us [Accessed 9 Dec. 2014].
Brunel.ac.uk, (2014). Business School Facts and Figures | Brunel University London. [online] Available at: http://www.brunel.ac.uk/bbs/about-us/business-school-facts-and-figures [Accessed 9 Dec. 2014].
Burgess, J. and Green, J. (2009). Online video and participatory culture. Oxford: Polity Press.
Chaffey, D. (2009). Internet marketing. 4th ed. Harlow, England: Financial Times Prentice Hall, p.493.
Mazalin, D. and Moore, S. (2004). Internet Use, Identity Development and Social Anxiety Among Young Adults. Behaviour Change, 21(02), pp.90-102.
Papacharissi, Z. (2009). The virtual geographies of social networks: a comparative analysis of Facebook, LinkedIn and ASmallWorld. New Media & Society, 11(1-2), pp.199-220.
Pempek, T., Yermolayeva, Y. and Calvert, S. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), pp.227-238.

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