The Force of Social Media : Rethinking the social and spatial contexts in entrepreneurship

The aim in this thesis is to develop an understanding of how social media influences the social and spatial contexts in entrepreneurial processes. Social media has transformed the way in which individuals interact, communicate, and experience contemporary society, which in turn may have implications for entrepreneurship. The thesis is based on a qualitative methodology, comprised of ethnographic and netnographic analyses of three empirical cases. The role of social media in entrepreneurial processes is discussed in four separate papers, each exploring a different perspective on the phenomenon. Paper I introduces the topic by illuminating how online communities can function as a context in entrepreneurship and interact with local change processes. Paper II shows how individuals online can influence entrepreneurial processes by forcefully entering into local processes, discussed as "intrusive ties." Paper III focuses on online community entrepreneurship to explore social interactions, spatial factors and the entrepreneurial process. Paper IV considers the entrepreneurial risks and opportunities associated with so-called echo chambers on social media, exploring how they work as social and spatial contexts, and shape the conditions of embeddedness. Using a contextualized view of entrepreneurship from the literature as a point of departure, this thesis provides a critical discussion of, firstly, how social media is becoming a contextual element in entrepreneurship; secondly, how we can use the metaphors of embeddedness and ties to discuss online and local relations; and thirdly, how we can rethink the social and spatial contexts in entrepreneurship. The thesis contributes to the literature by unpacking the role of non-local engagement in local place, demonstrating social media’s role in the structuring social life and entrepreneurial processes. Lastly, the thesis highlights the potential of netnographic methods for understanding entrepreneurship research in our connected society

Building virtual bridges: how rural micro-enterprises develop social capital in online and face-to-face settings

In rural UK, businesses are often isolated and have much to gain from healthy networks, yet studies show that many rural business owners fail to network effectively. Information communications technologies offer new ways to network that might benefit rural businesses by expanding their reach. This study looked at online and face-to-face networking behaviour among rural micro-enterprises in Scotland in relation to the development of bonding and bridging social capital. Given the challenges of remoteness faced by many rural businesses, online networking is particularly useful in developing bridging capital, but is an unsuitable context for building the trust needed to gain tangible benefits. The article therefore highlights the importance of face-to-face interactions in developing trust and bonding social capital. Rural business owners face distinctive challenges with respect to online communications, which are explored in this article

“Envisioning Digital Sanctuaries”: An Exploration of Virtual Collectives for Nurturing Professional Development of Women in Technical Domains

Work and learning are essential facets of our existence, yet sociocultural barriers have historically limited access and opportunity for women in multiple contexts, including their professional pursuits. Such sociocultural barriers are particularly pronounced in technical domains and have relegated minoritized voices to the margins. As a result of these barriers, those affected have suffered strife, turmoil, and subjugation. Hence, it is important to investigate how women can subvert such structural limitations and find channels through which they can seek support and guidance to navigate their careers. With the proliferation of modern communication infrastructure, virtual forums of conversation such as Reddit have emerged as key spaces that allow knowledge-sharing, provide opportunities for mobilizing collective action, and constitute sanctuaries of support and companionship. Yet, recent scholarship points to the negative ramifications of such channels in perpetuating social prejudice, directed particularly at members from historically underrepresented communities. Using a novel comparative muti-method, multi-level empirical approach comprising content analysis, social network analysis, and psycholinguistic analysis, I explore the way in which virtual forums engender community and foster avenues for everyday resilience and collective care through the analysis of 400,267 conversational traces collected from three subreddits (r/cscareerquestions, r/girlsgonewired & r/careerwoman). Blending the empirical analysis with a novel theoretical apparatus that integrates insights from social constructivist frameworks, feminist data studies, computer-supported collaborative work, and computer-mediated communication, I highlight how gender, care, and community building intertwine and collectively impact the emergent conversational habits of these online enclaves. Key results indicate six content themes ranging from discussions on knowledge advancement to scintillating ethical probes regarding disparities manifesting in the technical workplace. Further, psycholinguistic and network insights reveal four pivotal roles that support and enrich the communities in different ways. Taken together, these insights help to postulate an emergent spectrum of relationality ranging from a more agentic to a more communal pattern of affinity building. Network insights also yield valuable inferences regarding the role of automated agents in community dynamics across the forums. A discussion is presented regarding the emergent routines of care, collective empowerment, empathy-building tactics, community sustenance initiatives, and ethical perspectives in relation to the involvement of automated agents. This dissertation contributes to the theory and practice of how virtual collectives can be designed and sustained to offer spaces for enrichment, empowerment, and advocacy, focusing on the professional development of historically underrepresented voices such as women

MEPs online: Understanding communication strategies for remote representatives

This article explores the use of the Internet by Members of the European Parliament (MEPs), assessing the adoption of online communication as well as its strategic uses. In particular we analysed the websites, weblogs and social networking site profiles of all MEPs who linked to an online presence from the European parliament homepage, a total of 440 MEPs representing all 27 member nations. Through a thorough analysis of the content using a scheme designed to record the presence and functionality of 103 specific features and tools and recency of updates, we assess how MEPs use the Internet to connect with a range of audiences; from journalists to loyal supporters. We find MEPs embracing a range of features which would be appealing to a wide range of different visitors. There is a minor generational divide among MEPs based both on their age and the length of time their country has been a member of the European Union. However overall we suggest there is an ebb and flow of innovation within the online political communication of these parliamentarians

Research methodologies in creative practice: literacy in the digital age of the twenty first century - learning from computer games

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life. This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved