Students’ Perception and Attitudes toward Faculty Image on Social Networks

Authors

DOI:

https://doi.org/10.23947/2334-8496-2021-9-1-63-74

Keywords:

student’s perception, attitudes, faculty image, social networks, tourism and hospitality faculty

Abstract

Purpose of this paper is to determine how students perceive the image of their faculty on social networks, but also to analyse their experience and attitudes towards faculty social media strategy. The research was implemented using descriptive statistic techniques, as well as non-parametric tests such as Mann-Whitney U Test, Kruskal-Wallis H Test and Spearman’s Rho. The most common source of information when it comes to enrolment to faculty is word of mouth, while social media have a signifi-cantly lower credibility. During their schooling the respondents have most confidence in the official website, and far less in social networks. Such findings signalize the necessity of creating an adequate digital marketing strategy that can significantly improve the perceived faculty image. Positive perception of the image is fundamental for understanding the process of searching for and selection of the faculty, especially since the results have shown that the students do not value highly the image their faculties have on social networks. Positive perception of faculty image mostly depends on promotion strategy on Facebook and Insta-gram, and far less on LinkedIn and Twitter. In addition, students value more the image of the faculty whose social network pro-file they follow and, in a case, when they are followed back. No correlation was found between faculty image and gender, age or average grade. Therefore, we can conclude that social networks are very important in creating positive image and thanks to new technology, they are a promising solution for differentiation from competition in digital space.

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Published

2021-04-20

How to Cite

Vukić, M., Milićević, S., Vukić, K., & Vukić, M. (2021). Students’ Perception and Attitudes toward Faculty Image on Social Networks. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(1), 63–74. https://doi.org/10.23947/2334-8496-2021-9-1-63-74