ERIC Number: EJ931733
Record Type: Journal
Publication Date: 2010
Reference Count: 0
Bird on a Wire
Ward, Brad J.
CURRENTS, v36 n5 p32-36 May-Jun 2010
Since its launch in 2006, the social media tool Twitter has grown from a "wait-and-see" communications site to a mainstream media darling. Last year was the tipping point for this site, which is as easy to use as it is to confuse. As its popularity has grown, there has been a shift in the way Twitter is used. Early Twitter adopters would follow thousands of users they had never met, but as the platform has become more mainstream, the norm has changed. New users are more reserved, tweet less, and follow a more select group of people that they know. This means that institutions need to provide value in their Twitter feeds, or they simply will not be followed by the audience they want to reach. While Twitter is not a magical tool to solve all advancement communications issues, it can still be effective in communicating to one's audience. Shorter, asynchronous updates have become the norm across the Web, as people and brands share more frequent updates with their audiences. The one-to-many communication method allows institutions to reach a larger audience more quickly, but it also requires more time if an institution responds to each person and interaction. Twitter should not be at the core of a university's marketing strategy, but it is definitely a tool to be considered when developing an overall plan. The author describes a classification of existing higher education Twitter accounts, divided into five categories based on the type of updates the institutions publish.
Descriptors: Organizational Communication, Audiences, Internet, Asynchronous Communication, Institutional Advancement, Electronic Mail, Social Networks, Network Analysis, Cluster Grouping, Mass Media Use
Council for Advancement and Support of Education. 1307 New York Avenue NW Suite 1000, Washington, DC 20005. Tel: 202-328-2273; e-mail: email@example.com; Web site: http://www.case.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A