Leadership Case Study Critique: Social Media and its Impact on an Institution

Social media is both a great connector and a great divider. Websites like Facebook and Twitter allow for instant transmission of information and communication among people regardless of physical location and time difference. However, constant exposure to social media has also created a generation (of which college students significantly comprise) that finds it challenging to navigate genuine and authentic in-person social interactions. There are also several risks of youth using social media: (1) cyberbullying and online harassment; (2) sexting; (3) Facebook depression, defined as depression that develops when youth spend a significant amount of time on social media sites and then begin to exhibit classic symptoms of depression (O’Keefe and Clarke-Pearson, 2011).

In the case of managing a weeklong on-campus social media ban as the provost of a university (Wall and BaileyShea, 2010), there are several challenges that arise.

First, to gain input and permission, I would consult the university president, vice president of student affairs, vice president of faculty affairs, and the chief technology officer. These are the key players representing the various university areas that would be affected by this ban. While this ban may be seen as controversial and unfair, it is being prescribed to raise awareness around people’s reliance on social media and to encourage more face-to-face interactions. Because of this dichotomy of negative perception and positive purpose, Hersey and Blanchard’s “Situational Leadership Theory” (particularly the coaching approach) that is high directive and high supportive is the leadership approach I would use to implement the ban. It is crucial to provide clear communication that focuses on achieving the goals of the ban, but also meeting the socioemotional needs of those who will be affected (Northouse, 2016).

After gaining support for this ban, I would use various communication channels to inform faculty, staff, and students of the ban. 24 hours prior to the access shutdown, all university members would receive a letter from my office that also states the president’s endorsement. It would include (1) the objectives behind the ban citing data and research; (2) the desired learning outcomes using the university’s context; (3) logistical information outlining the ban’s duration and the alternative ways to still access social media sites off campus; (4) recommended resources and organized events people can avail of and participate in to support them throughout the ban.

Some of the risk factors to consider in implementing this ban are: (1) a potential student protest citing university infringement on their access to information; (2) a negative response from parents and/or other community members who may not fully understand the goals of and motivations behind the ban; (3) disruption of normal academic activity in the classrooms due to conversations about the ban that might take up too much class time; (4) the culture shock that students might feel during the ban as well as the reverse culture shock they might experience after the ban.

Using French and Raven’s “Six Bases of Power,” the issues of power that arise within this ban are (1) referent power, since I would be using my favorable ratings from students; (2) expert power, since the letter introducing the ban will incorporate data and expert research to support the ban; (3) legitimate power, because I would be exercising my authority as provost to implement such a ban (Northouse, 2016).

The long term strategy is to host the weeklong ban once per academic year. During the ban, the university will host a week-long series of programming titled “Social Meet-Ya Week,” which will include residence hall parties, social gatherings for each school within the university, study sessions, guest speakers, film screenings followed by talk-back sessions, sports tournaments, etc. In quite an ironic move, the university will launch a social media campaign when the ban is lifted that collects responses and reflections that highlight positive social interactions that occurred during the ban, as well as people’s learnings about their reliance on social media. There will be various in-person and virtual opportunities for students to express their feelings after the ban. Additionally, several offices will launch relevant programs to address issues associated with social media activity. For example, the Wellness Center will launch a program that addresses online addiction and promotes positive self-perception.

To measure the success of the ban, the university will use the following metrics: (1) the responses shared through the social media campaign after the ban; (2) the attendance at “Social Meet-Ya” events. The type of leadership that is necessary after the ban is Robert Katz’s “Skills Approach,” focusing less on technical skills, and mostly on human and conceptual skills to adequately support campus members after the ban (Northouse, 2016).

Given the additional scenario involving a student having notified me five days into the ban of a faculty member posting on Facebook: “Wow, for once my students are actually paying attention --- that’s never happened. Long live the Facebook ban!,” I would share it with the administrative committee, and I would express thanks to the student for sharing with me and inform them that the matter is being investigated. I would also determine from the faculty member himself if he indeed posted this statement, and if so, have him issue an apology. This email would not change the course of the ban. However, the university might issue another statement reiterating the purpose of the ban, which is to raise awareness about the reliance on social media, and not necessarily to improve student engagement in the classroom.

References:

Northouse, P. G. (2016). Leadership: Theory and practice (7th Edition). Washington, D.C.: Sage.

O'Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.

Wall, A. F., & BaileyShea, C. (Eds.). (2010). Case studies in higher education leadership and management. Raleigh, NC: Lulu.com.