The effect of social media use on organizational performance and innovation in private higher education
Bibliographic record
Abstract
Higher education is currently facing a myriad of complex and diverse challenges. Increasing global competition, rapid developments in educational technology, and mounting pressures related to cost management and financing are factors that can significantly impact the higher education landscape. The aim of this research is to analyze the extent to which social media use can enhance organizational performance, ultimately influencing the organization's ability to foster innovation. This study employs a quantitative approach, collecting data through a questionnaire distributed to 205 respondents, consisting of faculty members working in private universities in Bandung, Indonesia. The questionnaire is designed using a 7-point Likert scale and distributed through an online survey platform. The research findings indicate that social media use has a positive and significant relationship with organizational performance and innovation performance in higher education. These findings are reinforced by the mediating role of organizational performance, explaining a significant portion of the positive influence of social media on innovation performance. The implications of these findings provide a foundation for universities to optimize the use of social media as a strategic tool in achieving performance goals and fostering innovation in the higher education environment.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".