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The diverging effects of social network sites on receiving job information for students and professionals

Rienties, Bart; Tempelaar, Dirk; Pinckaers, Miriam; Giesbers, Bas and Lichel, Linda (2010). The diverging effects of social network sites on receiving job information for students and professionals. International Journal of Sociotechnology and Knowledge Development, 2(4) pp. 39–53.

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DOI (Digital Object Identifier) Link: https://doi.org/10.4018/jskd.2010100103
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Abstract

An increasing number of students, professionals, and job-recruiters are using Social Network Sites (SNSs) for sharing information. There has been limited research assessing the role of individuals seeking a job and receiving information about job openings in SNSs. In this regard, do students, non-managers, and managers benefit from job offers when they are a member of SNSs such as Facebook or LinkedIn? How can differences in receiving information about job openings be explained by the strength-of-weak-ties and structural holes theorems? Results of an online survey among 386 respondents indicate that users of SNSs with more contacts are more likely to receive information about job openings than others. Most information about job openings was transmitted via LinkedIn to professionals. Regression analyses indicate that LinkedIn professionals with more links are more likely to receive information about a job opening. In contrast, the structural holes theory is not supported in this setting. The authors argue that Higher education should actively encourage and train students to use LinkedIn to enhance their employability. Finally, new generation graduates’ use of technology for different tasks and with different people than professionals is considered.

Item Type: Journal Item
Copyright Holders: 2010 IGI Global
ISSN: 1941-6261
Keywords: social network sites; role of SNS in education; receiving information about job openings; structural holes theory; strength-of-weak-ties hypothesis
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 39547
Depositing User: Bart Rienties
Date Deposited: 20 Feb 2014 16:21
Last Modified: 15 Sep 2018 10:11
URI: http://oro.open.ac.uk/id/eprint/39547
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