Ming Yuan Hsieh dedicated their article, “The Most Sustainable Niche Principles of Social Media Education in A Higher Education Contracting Era,” to exploring social media education’s most sustainable niche principles in this period of higher education contracts. After a series of methodical and hierarchical evaluation measurements, the four most important contributions were given, considering three common research questions. The co-relationships between the evaluated weights and assessed criteria of four reputable and accredited world university rankings, the most promising aspects of massive open online courses (MOOCs), and the sustainable development goals (SDGs) of university social responsibility (USR) principles were discussed from an interdisciplinary perspective. It was based on the perspectives of students, faculty members, and government officials who were interviewed and evaluated.
The authors set out to address three main research questions: “How can a university achieve an international rankings reputation to attract senior high school graduates to register?” “How can high-quality technological curriculums be supplied in order to attract senior high school graduates to register?” and “How can universities give the appearance they engage in USR in order to attract senior high school graduates to register?” (Hsieh, 2020). It was concluded that the Making Education More Equitable (MEME), Diminishing Poverty (DP), and Making Gender More Equality (MGME) initiatives of the institution’s USR principles are thus fulfilled by the aggregation technology function (ATF) (Hsieh, 2020). This is known as the most sustainable niche principle of social media education (Hsieh, 2020). It also increases the Industry Income (II) of the Times Higher Education (THE) World University Rankings to attract, prompt, and drive students to make decisions.
The four most important conclusions are listed below. First off, the Making Education More Equitable (MEME), Diminishing Poverty (DP), and Making Gender More Equality (MGME) initiatives are the most enduring niche principles of social media education (Hsieh, 2020). These initiatives positively impacted the “survived sustainability of higher education institutions” and the “USR social impression” (Hsieh, 2020). Second, the industry income scale of THE (Times Higher Education) World University Rankings is the sub-criteria most highly evaluated in the assessed criteria (Hsieh, 2020). This is because most students of the hyper-technology generation have paid more attention to the industrial impression of higher education institutions to strengthen employability after graduating from higher education institutions. Thirdly, it was mentioned that many social media education software and hardware now include the aggregating technology function (ATF) (Hsieh, 2020). The author recently discovered that promoting educational equity in the USR is the best approach to give foreigners a positive impression of the country and encourage them to register. These conclusions were reached utilizing a variety of methodologies, including the FA Approach for Quantitative Analysis, the RDM, TAM, and the ANP technique for qualitative analysis.
Materially, the most significant results of this study directly demonstrate that the current higher education USR policies of “USR social impression” do positively contribute to lowering the recruiting and enrollment rates of each higher education institution. It also accelerates societal and educational equity over time (Hsieh, 2020). After this research is finished, even though a random, extensive, and expertly designed questionnaire and quantitative and qualitative analyses have been conducted, it is anticipated that more data collecting, and approaches will be used in relevant future research (Hsieh, 2020). However, the insightful conclusions and worthwhile research fill a disciplinary research void in university rankings, international reputation, and social impression and empirically provide the most enduring niche principles of social media education in a time of contracting higher education.
The points made in the study confirm the conviction that social media is a valuable teaching tool. It offers sufficient information and convincing arguments supporting the claim that higher education must use its professional expertise. It also constrained resources to direct diverse groups and organizations toward exploring sustainable development strategies and actions to achieve sustainable development practices and goals. However, the author only briefly notes that further data collecting, and approaches are anticipated to be used in similar research. That is why this research has yet to be applied to real-world situations.
References
Hsieh, M. Y. (2020). The Most Sustainable Niche Principles of Social Media Education in a Higher Education Contracting Era. Sustainability, 12(1), 399. MDPI AG. Web.