Identifying influencers in a social network : the value of real referral data

Individuals influence each other through social interactions and marketers aim to leverage this interpersonal influence to attract new customers. It still remains a challenge to identify those customers in a social network that have the most influence on their social connections. A common approach to the influence maximization problem is to simulate influence cascades through the network based on the existence of links in the network using diffusion models. Our study contributes to the literature by evaluating these principles using real-life referral behaviour data. A new ranking metric, called Referral Rank, is introduced that builds on the game theoretic concept of the Shapley value for assigning each individual in the network a value that reflects the likelihood of referring new customers. We also explore whether these methods can be further improved by looking beyond the one-hop neighbourhood of the influencers. Experiments on a large telecommunication data set and referral data set demonstrate that using traditional simulation based methods to identify influencers in a social network can lead to suboptimal decisions as the results overestimate actual referral cascades. We also find that looking at the influence of the two-hop neighbours of the customers improves the influence spread and product adoption. Our findings suggest that companies can take two actions to improve their decision support system for identifying influential customers: (1) improve the data by incorporating data that reflects the actual referral behaviour of the customers or (2) extend the method by looking at the influence of the connections in the two-hop neighbourhood of the customers

Underlying dimensions of social cohesion in a rural community affected by wartime violence in Colombia

War deteriorates the quality of life of the population and profoundly alters social dynamics. We discuss a rural community in northern Colombia whose population was the victim of a massacre and examine the main components that model social cohesion: (a) positive attitudes towards the community, (b) prosocial behaviours and (c) interpersonal relationships. This investigation is a cross-sectional empirical study that includes an analysis of social support networks. The research involved 106 residents, (81.1%, women), with an average age of 42.5 years (standard deviation (SD) = 16.4), who have lived in the community an average 28.8 years (SD = 18.75). Cluster analysis shows that there are two types of personal networks based on homophily and the duration of the ego-alter relationship. The networks that provide the most types of social support shows a moderate level of homophily according to the type of relationship and place of origin and in which the duration of the ego-alter relationship is shorter, compared to networks characterized by high homophily and in which the duration of the ego-alter relationship is longer (χ2 = 5.609, p < 0.018). Homophily based on place of residence actively affects the sense of community and social cohesion. Moreover, the sense of community is the variable that most affects social cohesion (β = 0.650; p < 0.001) and is, in turn, determined by prosocial behaviour (β = 0.267; p < 0.006). However, prosocial behaviours do not significantly affect interpersonal relationships or community cohesion. The results are discussed to promote social development strategies aimed at building individual, organizational and community capacity to foster psychosocial well-being in post-war contexts.e Centro para la Investigación, el Desarrollo y la Innovación, Universidad Pontificia Bolivariana 202-01/17/G-00

A relational view of Psychological Empowerment and Sense of Community in academic contexts: a preliminary study

Scholars need to pay attention to understand the factors that shape the interactions between individuals and social groups. Constructs like Psychological Sense of Community (PSoC) and Psychological Empowerment (PE) are powerful constructs used to evaluate the antecedents and the consequences of individual attachment to social settings. In parallel, recent advances in network analysis show that the position occupied within whole networks and ego-centric networks are relational factors that affect the subjective perception of membership to social groups. Studies that are conducted in organizational and community settings show strong associations between PSoC and PE. However, these connections have rarely been evaluated within natural settings such as the classroom context. On the other hand, although the theoretic basis of PSoC and PE claims that both processes are formed in a relational way, there are few studies that empirically evaluate the effects of social connectedness on the emergence of PSoC—referred to the classroom—and PE referred to academic-task development. The aim of this research is to determine the effects that the position occupied in formal and informal exchange networks induce on PSoC and PE dimensions. Sixty-four students enrolled in a master degree program (women = 68.8%, Mean age = 26.09, SD = 3.88) participated in this cross-sectional study. Multivariate analyses and network analyses were performed to test the hypotheses under study. The main research finding is that PSoC and PE are synergistic constructs that mutually shape to each other. In relational terms, by sending several nominations in informal networks, it is possible to generate notable impacts on some PSoC dimensions, while receipt of a wide number of nominations in formal contact networks is associated with high levels of PE. In addition, individuals who present high levels of PE are located in the core of formal exchange networks. These results are discussed in order to design actions to increase PSoC and PE in postgraduate academic settings

Action Research : the first steps to start up a pilot experiment in heritage education

Peer-reviewedLes relacions entre els museus i les escoles canvien amb l'ús d'internet. Volem analitzar com aquestes noves relacions tenen lloc a una escala nacional. És important analitzar aquestes noves relacions possibles, que són producte de canvis socials i tecnològics, ja que permeten noves interaccions i participació, al mateix temps que demanen canvis en les formes d'organització, la gestió de recursos web i els models d'ensenyament i aprenentatge. Concretament, les xarxes d'aprenentatge poden establir una nova forma de relació entre els museus i les escoles, i els recursos educatius en línia amb contingut sobre patrimoni cultural poden oferir oportunitats d'aprenentatge i recursos de coneixement més enllà dels límits de l'ensenyament formal. Tanmateix, calen projectes experimentals per a efectuar proves i veure com aquests tipus de pràctiques d'ensenyament i aprenentatge funcionaran en un context social i cultural concret. Així, doncs, la recerca activa pot contribuir al desenvolupament d'una experiència d'aprenentatge, basat en la reflexió i l'acció. L'objectiu d'aquesta experimentació és obtenir un model de treball i millors pràctiques per a aprendre i ensenyar en xarxes d'aprenentatge formades per gestors, professors i estudiants de patrimoni en què els membres produeixin i utilitzin recursos educatius en línia amb contingut de patrimoni cultural. Els resultats d'aquest projecte empíric seran comprovats amb resultats de la primera part metodològica de la tesi doctoral per a obtenir un model que es pugui exportar a altres contextos.Las relaciones entre los museos y las escuelas cambian con el uso de internet. Queremos analizar cómo estas nuevas relaciones tienen lugar a una escala nacional. Es importante analizar estas posibles nuevas relaciones, que son producto de cambios sociales y tecnológicos, ya que permiten nuevas interacciones y participación, a la vez que requieren cambios en las formas de organización, la gestión de recursos web y los modelos de enseñanza y aprendizaje. Concretamente, las redes de aprendizaje pueden establecer una nueva forma de relación entre los museos y las escuelas, y los recursos educativos en línea con contenido de patrimonio cultural pueden ofrecer oportunidades de aprendizaje y recursos de conocimiento más allá de los límites de la enseñanza formal. No obstante, existe una necesidad de proyectos experimentales para realizar pruebas para ver cómo estos tipos de prácticas de enseñanza y aprendizaje funcionarán en un contexto social y cultural concreto. Así pues, la investigación-acción puede contribuir al desarrollo de una experiencia de aprendizaje, basado en la reflexión y las acciones. El objetivo de esta experimentación es obtener un modelo de trabajo y mejores prácticas para el aprendizaje y la enseñanza en redes de aprendizaje formadas por gestores, profesores y estudiantes del patrimonio en las que los miembros produzcan y utilicen recursos en línea con contenido de patrimonio cultural. Los resultados de este proyecto de investigación empírico serán comparados con los resultados de la primera parte metodológica de la tesis doctoral para obtener un modelo que pueda ser exportado a otros contextos.The relationships between museums and schools are changing through the use of internet. We want to analyse how these new relationships occur at a national level. It is important to analyse these possible new relationships, which are the product of social and technological changes. They allow for new interactions and participation whilst requiring changes in the forms of organisation, web resource management, and teaching and learning models. Specifically, learning networks can establish a new form of relationship between museums and schools and educational online resources with cultural heritage content can offer learning opportunities and knowledge resources beyond the boundaries of formal education. However, there is a need for experimental projects to test the evidence and to see how these kinds of teaching and learning practices will work within a concrete social and cultural context. Thus, Action Research can contribute to the development of a learning experience, based on reflection and actions. The aim of this experimentation is to obtain a working model and best practices for learning and teaching in learning networks shaped by heritage managers, teachers and students where the members produce and use educational online resources with cultural heritage content. The results of this empirical research project will be compared with results from the first methodological part of the PhD thesis to obtain a model that can be exported to other contexts

Net Gains: A Handbook for Network Builders Seeking Social Change

This handbook provides the growing number of people who are developing networks for social change with practical advice based on the experiences of network builders, case studies of networks small and large, local and international, and emerging scientific knowledge about "connectivity." It is intended to join, complement, and spur other efforts to capture and make widely available what is being learned in the business, government, and civil sectors about why and how to use networks, rather than solitary organizations, to generate large-scale impact

The influence of social value and selfcongruity on interpersonal connections in virtual social networks by Gen-Y tourists

This research focuses on the relationship of self-congruity and perceived social value with the interpersonal connections established by Generation Y tourists in virtual social networks. A quantitative study was performed using a sample of young travelers from Spain. The methodologies of Confirmatory Factor Analysis (CFA) and Structural Equation Models (SEM) were used to analyze the results. The findings of the research show that self-congruity influences the perceived social value; the perceived social value leads to satisfaction and the creation of interpersonal connections in virtual social networks; and the interpersonal connections in virtual social networks influence the use of these tools by Generation Y travelers