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An Investigation into the Challenges, Application and Benefits of Social Media in Higher Education Institutions

January 2010

 

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Contents

1. Summary Of Findings 4

2. Introduction 7

3. Research Approach 7

4. Research Findings 8

4.1 Respondent profile 8

4.2 Respondent Website profile 8

4.2.1 Use of main institution websites versus microsites 8

4.2.2 Extent of social media technology integration with content 10

management systems

4.3 Key Challenges 11

4.3.1 Key challenges for HEI to date in adopting social media 11

4.3.2 Key Challenges for HEIs in future adoption of social 12 Media

4.4 Social Media Usage 14

4.4.1 Access restrictions 14

4.4.2 Current usage of social media by department and students 15

4.4.3 Social media usage by student population 16

4.4.4 Current usage profile of social media by technology type 18

4.4.5 Future Usage of social media planned for 2010-2012 19

4.5 Impact and Benefits of social media 21

4.5.1 Current impact and benefit of social media on HEI activities 21

4.5.2 Future impact and benefit of social media on HEI activities 22

4.6 The Role of the Web team in supporting and developing the 23

social media strategy

5. Implications For Higher Education Institutions 25

 

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Figures

Figure 1 Number of web sites and microsites within institutions 9

Figure 2 Current challenges for HEIs in adopting social 11

Figure 3 Challenges for future adoption of social media 13

Figure 4 Is access to the following social media restricted at your institution? 14

Figure 5 Department and student usage of social media 15

Figure 6 Social media usage by student population 17

Figure 7 Types of social media used 18

Figure 8 Planned adoption of social media 2010 -2012 20

Figure 9 Impact and benefits of social media to date 21

Figure 10 Comparison of areas identified as undergoing 22

‘significant improvement’ over the last three years and by 2012

Reference Sources 26

About Jadu

Jadu is a market leading supplier of web content management systems (CMS) to higher education institutions, public sector and commercial organisations. Jadu was formed in 2001 to provide Content Management Systems (CMS) for government organisations. Since its first major implementation for BERR in 2002, Jadu has evolved and is now implemented within hundreds of public and private sector organisations and higher education institutions across the UK.

Jadu provides a refreshing approach to web content management and offers groundbreaking functionality including integrated social computing, accessibility, compliance, integrated online forms, mash up page design, integrated Google search, personalisation, full statistical reporting, standards compliance, product and catalogue management. Jadu also provides a host of web productivity tools and unparalleled support service. Jadu is the first commercial Web Content Management provider to offer an integrated Twitter module within its CMS software to enhance brand management, customer service and knowledge management.

Further information on Jadu can be found at: www.jadu.co.uk    

This research is licensed under a Creative Commons Attribution licence

http://creativecommons.org/licenses/by/3.0/uk

 

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1. Summary of Findings

This research was conducted to gain a current picture of the rapidly changing area of

social media and looks at the challenges, usage and benefits of social media within

Higher Education Institutions (HEIs). The research consists of quantitative and

qualitative research and was conducted between 28th July 2009 and the 6th September

2009.

RESPONDENT PROFILE

• 60 unique responses were received from 44 HEIs across the UK, with 36 English

Universities; 3 out of the 9 Welsh universities; 4 out of the 19 Scottish

universities and an Irish university contributing.

• Responses were received from respondents representing a wide range of

departments and roles including - Web management, marketing, media and

communications, learning and development, business, libraries and IT

management and services.

KEY FINDINGS

• The top three challenges - The top three challenges to date in

implementing social media are developing the business case for its usage;

overcoming cultural issues and dealing with current software compatibility issues.

In the next three years, developing the business case for social media usage will

remain the number one challenge, followed by the ability to respond to growing

user demand and finally the ability to do this within budgetary constraints.

• Limited restrictions on usage are in place - For the majority of institutions

(over 90%), social media usage (Facebook, Twitter, Blogging, MySpace, YouTube,

Flickr) is not restricted.

• Usage by user type- The major users of social media are students followed by

Alumni. A relatively large number of Admissions departments make little usage

of social media in their activities.

 

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• Current usage by social media type - The two social media tools most

frequently used by HEIs via internal solutions are Blogging (59%) and Online

Forums (55%). The two most frequently used external social networking tools

are Twitter (68.3%), YouTube (60.7%) followed by social networking tools such

as Facebook and MySpace (57.49%).

• Future usage by social media type - 47.3% of respondents intend to adopt

Twitter over the next two years; 41.8% intend to use YouTube and 41.1% social

networking tools such as Facebook and MySpace. A much smaller percentage of

respondents intend to adopt ‘customised’ social networking tools such as

Ning.com and Yammer.

• Current benefits of social media- The main areas benefiting from a ‘significant

improvement’ to date, as a result of social media usage, are the ‘Institution’s

Profile’ and ‘Access to Information’ for all users.

• Future benefits of social media- The main area identified as benefiting from

social media in the future is ‘Access to Information’ with 61.8% of respondents

identifying this area as undergoing ‘significant improvement’ by 2012. The

Institution’s profile, reputation and student retention were also identified as

benefiting from social media usage in the future.

• Future role of the web team – 67.9% of respondents believed that the main

factor influencing the development of HEI’s social media strategy is the user

base, with the web team’s role being to respond to user demand. This compared

to 44.6% of respondents who believed that the web team was driving strategy

development.

• Limited integration of social media with content management systems -

There is currently little if any integration of content management systems with

social media technologies within those HEIs responding.

IMPLICATIONS FOR HIGHER EDUCATION INSTITUTIONS

The research has highlighted the considerable benefits being gained from social media

usage in a wide range of areas. However, the emerging nature of these technologies,

and their impact on established ways of working, raise a number of questions that have

yet to be addressed.

 

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• HEI Management needs a stronger business case for investment- Building

a business case for social media adoption is the number one challenge for HEIs

both now and in the future. Whilst users are convinced of the benefits, HEI

management need a stronger business case.

• The strategic approach to managing social media is evolving – The

strategic response to social media developments is unclear in many institutions.

No firm conclusion appears to have been reached on the ownership and

management of this new development. It is also not clear whether social media

technologies should be treated as a separate strategy, or embedded in core

operations? As social media technologies and usage mature over the coming

years, it is likely that a more integrated approach to managing information and

content will be required to protect the brand and reputation of institutions.

• Can unrestricted use continue? -The low level of restriction currently applied

to social media usage has implications for a wide range of areas including -

privacy, intellectual property to data protection. As usage grows it is likely that

these issues will increase in profile and impact.

• Increased awareness is needed to address cultural issues - Lack of

awareness of the potential benefits of social media and its usage were identified

as ‘generational issues’ by a number of respondents. The development of short

programmes around the ‘benefits of social media technologies’ for HEIs, could

address this situation and the cultural issues identified.

 

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2. Introduction

Social Media is growing in its adoption across all areas of society, including Higher

Education. To gain a current picture of this rapidly developing area within UK Higher

Education Institutions (HEIs), this research has been conducted to investigate the:

• Challenges faced in managing this relatively new means of communication

• Impact and benefit that social media is having and could have, on established

ways of working within HEIs.

The output of this survey will provide HEIs with:

• A current appreciation of the challenges and issues faced in implementing social

media

• Shared knowledge of how HEIs are capitalising on social media technologies to

support strategic and operational activities.

• Insight into the range of benefits that are currently being delivered and those

that could be delivered.

The online survey was run between 28th July 2009 and the 6th September 2009. During

that time 60 unique responses were received from 44 HEIs across the UK.

3. Research Approach

The research conducted in this study includes both qualitative and quantitative

investigations. A review of existing research has also been conducted into the adoption

and usage of social media within Higher Education Institutions (Appendix 1). This

knowledge was used to shape the structure and content of an online survey that was

subsequently used to collect primary data. The survey was tested with a number of

individuals who had a particular interest in the area of social media from within UK

Universities and associated organisations (UKOLN).

The platform used to deliver the survey questions and to collect data was Survey

Monkey. No direct and unsolicited approaches were made to potential respondents.

Instead respondents were made aware of the survey and its objectives through the

application of social media techniques (Twitter, Blogs) at the IWMW (Institutional Web

 

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Management Workshop) in July 2009 and an Announce email issued by UCISA. This

provided a web link to the survey for those interested in participation.

The survey sought feedback from anyone who had an involvement in the development

and/or usage of social media in a UK HEI. In particular, feedback from those involved

in the management of web content was encouraged, as was feedback from individuals

already using social media within an HEI environment, or who had a particular interest in

the potential of social media.

The quantitative data collected was analysed to develop the key trends emerging. In

addition, quotations provided by respondents (anonymous) in response to the subject

matter, have been used to develop and illustrate the key trends identified.

4. Research Findings

4.1 Respondent profile

The majority of replies to the online survey were received from English Universities (36),

with 3 out of the 9 Welsh universities, 4 out of the 19 Scottish universities and an Irish

university also participating.

Responses were obtained from five main areas within HEIs:

• Web management

• Marketing, Media and communications

• Learning and development

• Business and IT management and services

• Libraries

4.2 Respondent Website profile

4.2.1 Use of main institution websites versus microsites

The majority of HEIs (40.6%) operate a main web site but are unaware of the number

and content of the microsites situated around the institution (Figure 1).

 

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Relatively few institutions operate a single main website only (18.8%), without utilising

microsites for individual faculty or department use.

Figure 1 Number of web sites and microsites within institutions

“At least 60 other sites at separate URL's with no clear management structure, different CMS's (or

flatfile html sites) and no common search function; all sites operate in total isolation from each

other.”

“We have over 100 microsites, over 200 sections on our main site, of which probably 20-30 are

actively updated”

A key message from previously published research is the importance perceived by HEIs

of developing a consistent brand to help build the institution’s internal and external

profile. The fact that a large proportion of institutions are unaware of the number of

microsites that exist within their organisation and are therefore unable to influence

branding, would indicate a major potential to improve both the internal and external

user experience.

 

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The absence of an integrated approach to the provision of web services in many

institutions and the lack of a common search function, also indicates a major opportunity

to improve development and search effectiveness and efficiency.

4.2.2 Extent of social media technology integration with content management

systems

Although many institutions are establishing links and add-ons to provide a more

integrated environment, there is currently little if any integration of content

management systems with social media technologies within those HEIs responding

(19.6% of those responding).

Are any social media technologies currently provided as an integrated component of

your content management system - if so please identify the technology provided?

“Social bookmarking. News is pushed out to Twitter and Facebook. Some active blogs partly

integrated with websites.”

“Moodle, Mahara, Wimba integrated into the teaching. Use Facebook and Twitter as appropriate.”

“Flickr, YouTube, Twitter, RSS can be embedded in pages with pre-defined styles in the CMS. RSS

is also auto generated on news pages.”

“None as part of the CMS, although we have integrated Flickr, Twitter, Facebook. We have also

piloted an internal social network for the department of Information Services.”

“No; not seen as worthwhile (...YET): we have some pages that offer a single page at a glance

mashup view of current social media activity - but that is a pull activity from the various platforms

and not a publishing activity from within the CMS.”

“Limited within the CMS, but we do provide WordPress, SharePoint, JOOMLA (to a limited extent).”

“Facebook is being developed into the CMS of our Students' Union website.”

“The platform uses PebblePad for blogs between students and tutors.”

“Forums - but the functionality is poor so we use an open source PHP system instead

share this functionality (third party code embedded via scripts at our request)

RSS feeds for news and events.”

 

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4.3 Key Challenges

4.3.1 Key challenges for HEI to date in adopting social media

Respondents identified the top three challenges to date in adopting social media

technologies (Figure 2) as:

• Developing the business case for its usage

• Overcoming cultural issues

• Dealing with current software compatibility issues.

Figure 2 Current challenges for HEIs in adopting social

Rating Average

 

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The following quotes illustrate the scale of the challenges identified:

What are key challenges that your institution has faced to date in adopting social media

technologies?

“Lack of technical skills of staff wanting to implement technologies.”

“Lack of resources (staff and time) to develop adequate social media teaching tools such as wikis

and blogs.”

“For the Library - technical challenges and know how.”

“Allocating staff resources.”

“Highly devolved nature of user base, i.e., herding cats”

“Content moderation and management - significant resourcing issue”

“Data protection and privacy issues with using third party solutions. Very few new and innovative

systems are signed up to the Safe Harbor agreement which covers the storage of data outside the

European Economic Area (i.e. USA) required by the UK Data Protection Act. So it makes it

impossible for us to pick up third party software or solutions.”

4.3.2 Key Challenges for HEIs in the future adoption of social media

Respondents identified the top three challenges in adopting social media technologies in

the future (Figure 3) as:

• Developing the business case for its usage

• Responding to growing user demand

• Budgetary constraints

The development of a business case for social media remains the most significant

challenge, followed by the ability to respond to growing user demand and being able to

do this within budgetary constraints.

 

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Figure 3 Challenges for the future adoption of social media

Rating Average

What are the key challenges in encouraging future adoption of social media technologies

within your institution?

“As user demand ramps up, the infrastructure may not cope. Getting EFFECTIVE content is

perhaps the biggest Challenge.”

“SEVERE cultural issues: no one in charge selected their Uni from a website - and so they fail to

see why they are important for today’s target audiences.”

“Figuring out feasible support model that doesn't constrain users, yet respects University

obligations (e.g., dpa, foi, hr, etc)”

 

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4.4 Social Media Usage

4.4.1 Access restrictions

For the majority of institutions (over 90%) social media usage (Facebook, Twitter,

Blogging, MySpace, YouTube, Flickr), is not generally restricted (Figure 4). Within

university domains and within the directorate, some restrictions exist and there are

concerns over disclosure of intellectual property. There is also evidence however that in

some institutions, restrictions would be removed, if a work related case could be

generated for the use of social media.

Figure 4 Is access to the following social media restricted at your

institution?

Yes No Don’t Know

Facebook 4.9% 91.8% 3.3%

Twitter 4.9% 91.8% 3.3%

Blogging 4.6% 90.3% 4.6%

MySpace 4.9% 90.2% 4.9%

YouTube 5.0% 90.0% 5.0%

Flickr 1.6% 95.1% 3.3%

“The restrictions are there by default but are removed for members of staff who can show a

genuine work related reason for needing access to the sites. There is talk of removing the

restriction for everyone (students and staff) however this has so far been a very long battle!!”

“Blogs not allowed via university domains. Those via external blogging sites unrestricted”

“We require people to be sensible and if there are people waiting to use open access computers

then only course work and research should be done on them.”

“I don't know about student systems but within our directorate these sites are blocked. I had to

have IT unblock them for me!”

"There are very few restrictions on the usage of social media by students within the institutions

responding. Where restrictions do exist they tend to be related to reducing server load."

“Purely to keep the server load down and not for censorship.”

 

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4.4.2 Current usage of social media by department and students

The major users of social media are students followed by Alumni (Figure 5). A relatively

large number of Admissions departments have little or no usage of social media in their

activities.

Figure 5 Department and student usage of social media

 

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In which areas do you currently see the greatest use of social media within your

institution?

“Take up depends on the drive of individuals and where departments see that there is value rather

than being dictated by specific institutional policy.”

“The demand for Facebook interaction is clearly the heaviest on Admissions. Though our

Institution's admissions office does not actively respond to prospective student questions on

Facebook, Twitter, etc, students from the University have stepped into the void.”

“Development office actively using social media, other departments do not have anyone with

enthusiasm for/expertise in social media.”

“Academic staff are very mixed in their use! We have Uni run Twitter / Facebook pages & others

are using it with students for teaching; however, the central eLearning staff would far rather

everyone used WEbCT Vista - as they feel that it's confusing for students to have too many things

to think about (which I'm not sure I agree with) and/ or that off campus resources can never be

guaranteed to be here tomorrow (which is a fair point).”

“I note an age/ignorance factor with Alumni and faculty that limits these technologies usage in

these sections.”

“Some staff have set up blogs on their University hosted websites. “

“It's being used most in the marketing of our institution to prospective students.”

4.4.3 Social media usage by student population

Undergraduates are perceived to be the heaviest users of social media. However, a high

lack of awareness exists within HEIs on how social media usage differs between different

student populations (undergraduates, postgraduates, prospective, International) (Figure

6).

 

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Figure 6 Social media usage by student population

“All students use it! - even if you are not an undergrad you use it: internationals use it as they

cannot travel here in person in advance!”

“Have only just started using Social Media.”

“PhD students appear to make much heavier use of social media than current researchers who

began their careers years ago.”

“Not really my area of expertise, but I think it differs less between these audiences and more

along the generational issues (digital natives / digital immigrants). The majority of our students

are mature and part time students not 18-year old undergraduates.”

 

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4.4.4 Current usage profile of social media by technology type

The two social media tools most frequently used by HEIs via internal solutions are

Blogging (59%) and Online Forums (55%).

The two most frequently identified external social networking tools currently used are

Twitter (68.3%), YouTube (60.7%) and social networking tools such as Facebook and

MySpace (57.49%).

There was a low level usage of customised social networking tools Ning.com and

Yammer (Figure 7).

Figure 7 Types of social media used

 

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What forms of social media do you currently use within your department/institution?

“No local use in departments, all efforts done centrally and from the Students' Union.”

“We are currently investigating the use of collaborative tools. As a smaller institution, it can be

hard to find the resources (time or money) to put into internal solutions for projects like this.”

“Our customised social network has been built in-house so we own our data.”

“Applicant community blends social networking with more traditional forums and blogs in a

managed environment.”

“No co-ordinated policy.”

“Primarily Plone CMS. Growing use of Diigo. Rare/limited mashing with Ning. Rare, disorganised,

un-coordinated use of Flickr. Very rare use of YouTube (sadly ignoring the CMS). Forums are a

tricky question.”

4.4.5 Future Usage of social media planned for 2010-2012

The two social media tools most frequently identified for planned adoption over the next

two years by HEIs via internal solutions are Blogging (52.7%) and Online Forums

(50.9%).

The two most frequently identified external social networking tools planned for the next

two years are Twitter (47.3%), YouTube (41.8%) and social networking tools such as

Facebook and MySpace (41.1%).

The low level usage of customised social networking tools, such as Ning.com and

Yammer, looks set to continue with a high level of respondents either stating a definite

intention not to use these solutions or being undecided about their usage (Figure 8).

 

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Figure 8 Planned adoption of social media 2010 - 2012

“Because of the data protection issues we will bring social networking inside so we can control the

storage and use of data. YouTube like video will come internally because of a requirement to not

make the majority of our videos public - there's a reticence for this from the academic community.

Blogging undecided by senior management as yet but there is strong demand for it.”

“There will almost certainly be both internal and external solutions in place for some activities (e.g.

online forums.”

“There is limited ability to co-ordinate adoption or use between institutions and (more or less

autonomous) departments.”

 

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4.5 Impact and Benefits of social media

4.5.1 Current impact and benefit of social media on HEI activities

The main areas benefiting from a ‘significant improvement’ to date, as a result of social

media, are the ‘Institution’s profile’ and ‘access to information’ (Figure 9).

Figure 9 Impact and benefits of social media to date

“Website in particular has had a significant effect on student conversion.”

“Access to information is on demand. Students or Sabbatical officers respond within hours of a

question being asked. The "personal" feeling of interacting with a student far surpasses any

interaction the University could deliver. There is only so far institutions can go to shout about their

own glory, students from those institutions are the biggest, most effective and most honest tool to

deliver a true reflection of life at a HEI.”

“Social media has only started being used over the past month within our institution.”

 

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4.5.2 Future impact and benefit of social media on HEI activities

Respondents believed that the most significant impact of social media in the future will

be from its ability to improve ‘Access to information' for all users with 61.8% of

respondents identifying this as undergoing ‘significant improvement by 2012. The

Institution’s profile, reputation and student retention will also benefit from social media

usage (Figure 10).

Figure 10 Comparison of areas identified as undergoing ‘significant

improvement’ over the last three years and by 2012

NB: Figures represent % of respondents identifying a significant improvement being anticipated

through the use of social media.

“X is quickly becoming the most receptive HEI to one to one Facebook/Twitter contact with

prospective students and troubled current students alike. Each and every question is answered by

a friendly student response and this reputation is beginning to build – profile will follow.”

“Too much high level dragging of feet, and at lower levels: visions to narrow to take best

advantage of social media.”

“Reputation issues depend on how much we decide to use it for promotion, and to a large extent

we don't have control over how much people are talking about us or why, e.g. a recent event

(anonymised).......... will have increased our profile, but not necessarily in ways that enhance our

academic reputation.”

“Put bluntly - if we don't use them we will start losing applicants.”

“Difficult to say as no policy on adoption yet....”

“Too hard to tell; the way they're used is, in my opinion much more important than whether or

not they're used.”

Area of impact In the last

year

By 2012

Institution Profile 21.4% 55.4%

Access to information (staff, prospective

students, existing students, administration)

18.5% 61.8%

Institution reputation 12.5% 44.6%

Student retention 5.4% 34.5%

 

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4.6 The Role of the Web team in supporting and developing the social

media strategy?

Respondents were asked to identify which of the following statements applied to their

Institutions or whether both applied.

• Web 2.0/Social Media Strategy instigated by the web team who are

driving social media user engagement across the institution

• Social media users are driving adoption - the web team supports user

request for any new development

67.9% of respondents believed that the main driver influencing the development of

HEI’s social media strategy was the user base, with the web team responding to this

demand. This compared to 44.6% of respondents who believed that the web

team is driving the strategy for social media development.

Some HEIs are taking a collaborative approach to social media strategy development

involving many departments, others do not treat social media as a separate strategic

area but an integrated component of the overall IT strategy.

What role does the web team play in developing and supporting the Institution's social

media strategy?

“The development of strategy in this sphere is very much a collaborative approach mixing local

initiatives with institutional programmes depending on the nature of the content, the audience and

the channel.”

“We in the web team try our best - but we are over-ruled by people who do not even understand

what Twitter is, or what social media even means.”

“Social media development is driven by individual departments not the IT team.”

“Our e-learning team drives implementation rather than the web team.”

“The institution's social media strategy is currently being determined with involvement from

several departments including the web team whose primary role will be helping users to integrate

appropriate social media with the institution's official web sites.”

“It's not just the web team but the whole Centre for Educational Development and Media who is

driving this through the University IT strategy. It's not a separate strategy specifically because it

needs to be embedded in the core business and if it’s in a separate strategy it tends to get treated

as separate.”

 

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As the tendency for social media usage increases, the ability to efficiently manage

content will become a more significant challenge. The fact that only 19.6 % of

respondents believed that their current content management system supported social

media transactions raises a strategic issue for the immediate and longer term future.

 

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5. Implications for Higher Education Institutions

This research has identified a number of strategic implications for HEIs in developing

their future approach to social media.

Building a business case for social media adoption is the number one challenge

now and in the future for HEIs

The research has identified that social media developments have to date been mainly

user driven. The primary challenge has been in establishing a business case to support

this user driven development. The pressure from the user base for social media tools and

facilities, continues into the future. This reinforces the need for HEI management to be

able to see a valid business case for investment in this area.

What is the future HEI strategy for social media – ‘Top down, bottom up –

collaborative?’

Whilst there is a high level of social media usage in some institutions, in others it is a

new experience with a steep learning curve. A key question that has emerged is how a

strategy for social media should be developed and who should own and manage this. Is

it a top down development, collaborative or bottom up approach? How will social media

usage be managed in the future – if it can be managed?

“It's not just the web team but the whole Centre for Educational Development and Media who are

driving this through the University IT strategy. It's not a separate strategy specifically because it

needs to be embedded in the core business and if it’s in a separate strategy it tends to get treated

as separate.”

“It is all very new and more thought is needed as to how we precede with the SM phenomena.

After all, the people that use it should be the people that create it as opposed to the people that

manage it.”

“The institution's social media strategy is currently being determined with involvement from

several departments including the web team, whose primary role will be helping users to integrate

appropriate social media with the institution's official web sites.”

“Social media (even more than the web) allows potential students to see what their possible

lecturers are like before they even start. We MUST realise that we can NOT control the

conversation like we did in the days of the megaphone monologue media. People WILL talk and

rate us, regardless of what we try and do.”

 

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Can unrestricted use continue? - There is currently limited restriction on the use of

social media outside of the directorate. As usage continues to grow, issues raised by

this research which include - data protection and privacy issues, intellectual property

concerns, content management and ownership issues and impact on server load, are

likely to increase in profile.

“We don't officially restrict anything but the senior management have serious issues with

intellectual property issues of using social media. So it tends to be done under the radar

Is there a case for programmes to raise awareness of social media benefits?

The research produced considerable verbal evidence that variation in usage between

student populations and departments was a ‘generational issue’ rather than anything

else. The development of short programmes around the ‘benefits of social media

technologies’ for HEIs could address this situation and the cultural issues identified.

“Not really my area of expertise, but I think it differs less between these audiences and more

along the generational issues (digital natives / digital immigrants). The majority of our students

are mature and part time students not 18-year old undergraduates.”

Should social media technologies be treated as a separate strategy or

embedded in the core operations? What is the future role of the web team?

In the majority of institutions the web team is in ‘response mode’ to users and

management. As social media technologies and usage mature over the coming years, it

is likely that a more integrated approach will be required to monitor and record

conversations over social media networks about the institution and to maintain the

consistency and integrity of the institutions brand.

 

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http://www.web-strategist.com/blog/2009/04/27/future-of-the-social-web/

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http://blog.iwr.co.uk/2009/10/drop-the-silo-a.html

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http://mashable.com/2009/07/15/social-media-public-affairs/