An Examination of Factors that Influence Social Networking Community Participation among Millennials

This study investigates main and moderating factors that influence Millennials\u27 intention to participate in a social networking community (SNC). The authors modified the unified theory of consumers\u27 acceptance and use of technology (UTAUT2) to incorporate six main and two moderating factors to explain Millennials\u27 SNC participation intention. By considering the implications of the unique characteristics of Millennials on their social networking behavior, the authors\u27 model is better suited to answer what drives these tech-savvy individuals to participate in a SNC via such sites as Facebook. Specifically, the authors find that hedonic motivation, trust in technology, trust in community, and social influence are significant factors in influencing Millennials\u27 SNC participation intention, with hedonic motivation being the most influential factor. In addition, gender and educational background moderate the main effects of these determinants in different manner. Theoretical and practical implications of these findings are discussed

Towards a global partnership model in interprofessional education for cross-sector problem-solving

Objectives A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available. Methods This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data. Results We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation. Conclusions The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education